@HipTightOnions
I meant that all are now receiving CAGs, not that CAGs are perfect. In that way, they are all receiving the same treatment (instead of some getting CAGs and some getting algorithm grades)
“Same treatment” is superficial and misleading though. There were broadly 2 approaches to creating CAGs. One approach produced CAGs that were much more similar to the algorithm grades, because that is what we were told to expect. These students are at a disadvantage now.
Most schools (ours included) created CAGs considering historic performances and very few didn't - nobody wanted to waste their time in submitting grades that would almost certainly be affected.
Unless schools have students missing first choice universities/apprenticeships due to CAGs, then I still trust those results are more reliable than the randomly allocated grades by the algorithm. If we hadn't had that level of control in the decision process, then there really would have been ridiculous grade inflation, so there was no benefit to anyone to ignore the need to moderate from within - or with other local centres (as many did) - in this way.
If your own centre's downgraded CAGS have STILL negatively affected your students, then possibly they are at a slight disadvantage compared to others, but if it has improved their situation from the algorithm results, then they are better off in practice. That would happen, I suppose, for example if you had an A student who you downgraded to A because historically no-one had achieved A before.
There's no perfect system (even the exams aren't perfect and have their own inbuilt 'unfairness'). If the analysis of results shows there is still a similar improvement for independent vs state when ALL are based on CAGs then we've gone from the frying pan into the fire, but at least the thousands downgraded (some from their CAG downgrades) are now much better off and no-one has any grade advantage due to the size of their class (that's also a simplistic statement, because there are many 'immeasurables' associated with having more teacher attention/smaller class size that can't be quantified in an exam).
Awarding CAGs is much fairer and more equitable than the algorithm and about the best case scenario in the circumstances of reacting to global pandemic. My own Y13 has at least one 'downgraded' CAG, but still has first choice uni so she's thinking of sitting the exam to try to get her grade up (to prove to herself she can 'do it'). Otherwise, the grades have done their job and she's going to accept that, although disappointing, it hasn't disadvantaged her. There will always be a few who will need to sit the exam to improve their grade to get into uni - perhaps they might have been better off if their CAG had been more generous - it's impossible to tell.
CAGs were never going to be calculated in exactly the same way in every centre but most made the effort (as yours and mine did) to put forward as realistic results as possible in light of knowing how the algorithm was supposed to operate. This is why it is infuriating that the government missed their chance to properly moderate CAGs across centres to try to identify and adjust CAGs at the minority of 'overenthusiastic' centres. Otherwise, why did we collect all that evidence for the calculations??
Hopefully the appeals process to challenge any suspected miscalculated CAGs will be clarified soon.