authored a study that compared results at GCSE with the comparative key stage 2 (KS2) primary school data from 1995. The analysis showed a value added score of +5.4 for specialist schools compared with −1.1 for non-specialist schools. For the first time, there was evidence that specialist status was linked to higher results at GCSE, whether it was on the 5+ A*-C measure, value-added or contextual value added. Schools began to make extensive use of the data themselves to evaluate their performance. The study became an annual project and is still provided today, known as Educational Outcomes. The 2001 Green Paper Schools: Building on success introduced four new specialisms: science, mathematics & computing, business & enterprise and engineering. The Trust was moving from an organisation which primarily provided bidding advice and support, to an organisation that held a much extended role. 2002–04 In 2002 Charles Clarke succeeded Estelle Morris as Secretary of State for Education, and quickly announced a lifting of the financial cap that had previously limited the number of schools that could be designated in any bidding round. A collaborative rather than a competitive approach would further accelerate the growth of specialist schools, and a new target was set of 2000 specialist schools by 2006. A second aspect of Clarke's vision for what he termed a 'specialist system' was a more balanced approach to the spread of specialisms in any one area. As many schools struggled to raise the required £50,000 sponsorship, he established a Partnership Fund – a mix of private money (donated by the Garfield Weston Foundation) and public money – to which schools could apply to make up any shortfall. The effect of lifting the cap on new designations, plus the four new specialisms (as announced in the 2001 Green Paper) was a rapid rise in the number of specialist schools. In 2002 there were 992 specialist schools and by 2004 their number had risen to 1954. In 2003 a further two new specialisms were announced: humanities and music. An SEN specialism for special schools was announced in 2004. In 2003 the Trust changed its name to the Specialist Schools Trust (SST). The Trust's network of schools continued to grow – the number of schools affiliated passed 1500 in 2002 and reached 2500 in 2004. A regional structure was established in 2002, to cope with the size of the network. Full-time regional coordinators worked with