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1.
This paper analyses the national key stage 2 test results for 2300 11‐year‐old pupils in an inner London LEA. A range of concurrent pupil background data was also collected, including whether pupils spoke English as an additional language (EAL), and if so, their stage of fluency in English. EAL pupils at the early stages (1–3) of developing fluency had significantly lower KS2 test scores in all subjects than their monolingual peers. However, EAL pupils who were fully fluent in English achieved significantly higher scores in all KS2 tests than their monolingual peers. The negative association with attainment for the early stages of fluency remained significant after controls for a range of other pupil characteristics, including age, gender, free school meal entitlement, stage of special educational need and ethnic group, although these factors effectively explained the higher attainment of the ‘fully fluent’ group. We conclude that EAL is not itself a good guide to levels of attainment, and a measure of stage of English fluency is necessary to interpret associations with test performance. Alternative measures which focus only on the very early stages of English proficiency, such as the QCA ‘language in common’ steps, are inadequate to assess the impact of bilingualism for all but the very earliest learners of English. Given the uneven distribution of EAL pupils across the country, those schools and local education authorities with high concentrations of pupils in the early stages of learning English are likely to be adversely affected in school achievement and attainment tables. The policy implications for national data collection and for the use of such data are considered. 相似文献
2.
Alice Bradbury 《教育政策杂志》2013,28(5):655-676
Despite decades of research and debate, the issue of unequal outcomes continues to be a concern in educational systems worldwide. In England, published data relating to pupils’ attainment across ethnic groups and by class indicators has been used to demonstrate continued inequalities in schools. This article attempts to deconstruct the relationship between assessment results and inequality by questioning the assumption that results only record inequality, rather than being implicated in its production. Interview data related to the case of a statutory teacher assessment system in early years education are used to show how assessment results may be influenced by pressure from external advisors, who only recognise certain patterns of results as intelligible. These recognisable patterns, it is argued, relate to wider discourses of class, race and the ‘inner city’, through which the pupils in these schools are constituted as inevitably low attaining. In addition, monitoring systems based on ‘value added’ methodologies provide an incentive to deflate assessment results in this first year of school. The article concludes that we need to rethink exactly what apparent disparities in assessment results actually represent, particularly given the increasing use of teacher assessment in the school system in England. 相似文献
3.
Pupil mobility,attainment and progress in primary school 总被引：1，自引：0，他引：1
《British Educational Research Journal》2006,32(4):551-568
This article presents an analysis of the association between pupil mobility and educational attainment in the 2002 national end of Key Stage 2 (KS2) tests for 11‐year‐old pupils in an inner London education authority. The results show that pupil mobility is strongly associated with low attainment in the end of key stage tests. However, the negative association with pupil mobility is reduced by half when account is taken of other pupil background factors known to be related to educational attainment (such as special educational need and socio‐economic disadvantage), and is eliminated entirely when account is also taken of pupils' prior attainment as indicated by end of KS1 test scores at age 7. Thus there is no indication that changing school has a negative impact on educational progress during primary school. Pupils who join their school during KS2 from other schools in England are more likely to be ‘at risk’ of low attainment due to higher levels of socio‐economic disadvantage, a greater need for support in relation to English as an additional language, a higher incidence and greater severity of special educational needs and pre‐existing low attainment at the end of KS1. A key factor in understanding the relationship between mobility and attainment is the reason for mobility. One‐third of mobile pupils had arrived from schools outside of England, often as refugees, asylum seekers or economic migrants, and these pupils accounted for the major part of the effect ascribed to ‘pupil mobility’. The low attainment of these pupils is the result not of ‘changing school’ but of a broad range of factors including substantial cultural, educational and social adjustment. 相似文献
4.
There has been relatively little empirical research on the impact of stage of fluency in English of bilingual pupils. However, this issue is increasingly important given growth in the bilingual school population in England of over one‐third between 1997 and 2004 to around 10% of the school population. This study evaluates the relationship between stage of English fluency and performance in public examinations at age 16 for all pupils within an inner London local education authority. Two methodological approaches are used to study the associations. The first looks at the context and the trend data for the case‐study local authority (LEA) in terms of languages spoken and the performance of bilingual pupils in schools. This is followed by a detailed statistical regression analysis to isolate the unique association between level of fluency in English and pupils' performance at age 16, after controlling for the effect of a range of other pupil and school background factors. The results confirm a strong relationship between stage of fluency in English and educational attainment, with the performance of bilingual pupils increasing as measured stage of fluency in English increases. Pupils in the early stages of fluency perform at very low levels, while bilingual pupils who are fully fluent in English perform better, on average, than English‐only speakers. However, the latter results are not due to bilingualism per se since the difference is no longer statistically significant after controlling for other measured pupil background variables. All EAL (English as an Additional Language) pupils make better than expected progress over the two years between age 14 and age 16. The final section questions the appropriateness of the Qualification and Curriculum Authority's (QCA) approach to the assessment of bilingual pupils, which contrasts with the local authority's good practice. Based on the findings of this study, we argue that there is a need to develop a national assessment strategy that better meets the needs of bilingual learners. The policy implications for national and local government and for school improvement practitioners are reviewed. 相似文献
5.
Colette Gray James Ferguson Sarah Behan Carol Dunbar Jill Dunn Denise Mitchell 《International Journal of Early Years Education》2007,15(1):15-33
This paper reports findings from a large‐scale evaluation undertaken to explore the impact of the ‘linguistic phonics approach’ (LPA) on young children’s reading. The LPA is a systematic and applied programme that differs from traditional phonics programmes. For example, rather than ask children to look at letters and speculate on the sounds they make, the LPA begins with the sounds and oral language skills children bring with them to school and progresses to a stage where they marry sounds with the written word. Implicit in the approach is the notion that children can learn to make associations between their spoken language (native speech sounds which are embedded from around the age of one) and the written language. Findings from this three‐stage test/retest matched‐samples evaluation (n = 745, Yr 2 and Yr 3 pupils) indicate that the LPA does significantly raise standards and that the gains made by pupils taught through this approach sustain over time. Particularly worthy of note is the finding that, in contrast to non‐systematic phonics approaches, the LPA positively affects the attainment levels of high‐, middle‐ and low‐ability readers. 相似文献
6.
E. W. Turner 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):182-186
The summer holiday was used as a device for holding steady the school‐based variable in order to investigate a possible connection between pupils’ home/neighbourhood backgrounds and their ability to retain reading skills. A small pilot scheme using a language‐based battery of tests to assess a small number of children (N = 30) from disparate backgrounds yielded encouragingly significant results: a survey was therefore carried out with 83 municipally‐based children, and 143 children from owner‐occupied property. Analysis of results indicated a strong correlation between background and retention of reading ability; it also yielded interesting comment on the effect of absence from school upon the attainment of children in different age‐groups and within different bands of ability (IQ). 相似文献
7.
This paper is the second of two articles arising from a study of the association between pupil mobility and attainment in national tests and examinations in an inner London borough. Our first article examined the association of pupil mobility with attainment and progress during primary school. It concluded that pupil mobility had little impact on performance in national tests at age 11, once pupils’ prior attainment at age 7 and other pupil background factors such as age, sex, special educational needs, stage of fluency in English and socio‐economic disadvantage were taken into account. The present paper reports the results for secondary schools (age 11–16). The results indicate that pupil mobility continues to have a significant negative association with performance in public examinations at age 16, even after including statistical controls for prior attainment at age 11 and other pupil background factors. Possible reasons for the contrasting results across school phases are explored. The implications for policy and further research are discussed. 相似文献
8.
Peter Tymms Christine Merrell Brian Henderson 《Educational Research and Evaluation》2013,19(2):105-129
An analysis of data involving over 1,000 pupils in 62 classes focused on the progress made during the first 3 years of schooling in England. The pupils started school at the age of 4 and they were assessed on entry to school. They were then assessed 1 year later and again 2 years after that. Building on work reported in an earlier paper this study considered: ? The adequacy of the baseline assessment for 4-year-olds in predicting later progress. ? The differences between classes in value-added terms. ? The long-term impact of being part of a class that made rapid academic progress during the 1st year at school. ? Differences between pupils who started school in different terms. ? Differences between pupils of different ages. Overall, the analysis supported the view that effective early provision has a positive impact on children's academic progress to the age of 7. 相似文献
9.
This article considers a recent policy initiative in assessment in English primary schools (ages 5–11?years) in which curriculum ‘levels’ used by teachers to judge pupils’ attainment were suddenly removed. Previous work has largely focused on assessment of pupils, but we examine assessment as an activity through which teachers reproduce their professional standing. Using data from a small-scale study we investigate how teachers responded to these changes and what this tells us about the way in which the economy, and politics, of assessment practices operate at school level. Using Foucault as a theoretical framework, we make visible how this system was reorganised by teachers through the construction of new regimes of truth. Implications include evidence of a potentially damaging changing relationship between teachers and pupils, the key role of technology and the deleterious effect of neoliberalism on teachers’ and pupils’ relationships with both the process and subject matter of learning. 相似文献
10.
Jin Sun Li Zhang Eva Chen Carrie Lau Nirmala Rao 《Early education and development》2018,29(8):1039-1060
Research Findings: This study investigated the relationship between family socioeconomic status (SES) and children’s early attainment, and the roles of preschool attendance and executive function (EF) in this association. Participants were 3,331 children (1,584 girls) ranging in age from 36 to 71 months from Cambodia, Mongolia, and Vanuatu. Children’s language, literacy, and mathematics attainment and EF were assessed using the East Asia-Pacific Early Child Development Scales. Mothers reported on family demographics and children’s preschool experience. Results indicated significant associations between SES and academic attainment in all three countries. Further analysis showed that preschool attendance and EF were significant mediators of SES- related disparities in attainment, but differed by country. Both served as parallel and sequential mediators in the associations between SES and performance in language, literacy, and mathematics in Mongolia. However, only preschool attendance mediated the association of SES with literacy attainment in Cambodia, and only EF mediated that with children’s mathematics and language performance in Vanuatu. Although SES is substantially related with early achievement in these developing countries, our findings indicate that preschool attendance and EF may attenuate this relationship. Practice or Policy: Implications for the provision of early childhood education programs and public policy are discussed. 相似文献
11.
Kati Kasanen Hannu Räty Anna-Leena Eklund 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):27-38
Purpose:?This study set out to investigate pupils' evaluations of their academic abilities in different school subjects and their ratings of their potential for improving their performance in those school subjects. Sample:?Twenty-eight pupils from the third grade (approximately age nine) and 30 pupils from the sixth grade (approximately age 12) in a primary school in Finland were interviewed. Design and method:?The interview included tasks where the pupils were asked to rate and explain their potential for improvement in mathematics, the foreign language and the mother tongue. The explanations given were content-analysed and coding categories were formulated on that basis. Results:?In all the three school subjects, the third-graders had a more positive view of their ability and its potential for improvement than the sixth-graders, and they based their view on a perspective of development and learning new things. The sixth-graders were more moderate and more uncertain in assessing their future performance. Conclusions:?This study provided support to the earlier findings to the effect that pupils' faith in their abilities decreases in the course of their school years. We seek to explain this phenomenon in terms of the early stabilisation of the pupils' school performance, which is conveyed and constructed in the school's evaluative practices, especially in normative assessment. These practices clearly convey a differential conception of ability, which the pupils adopt as part of their self-assessments as shown e.g. by their use of school-like explanations in assessing their performance. 相似文献
12.
The Infant Index was initially developed as a baseline assessment instrument for children at school entry, with literacy as a key component. A later version, Baseline-PLUS, was developed to meet the accreditation criteria of the Qualifications and Curriculum Authority. The paper reports the results of a study of 5915 children, which comprised the 1996–97 cohort for one local education authority. The results indicate that the instrument is reliable (Cronbach’s alpha 0.92), that girls are rated as more advanced than boys in literacy and other domains, and that there are significant differences with respect to both children’s ethnic status and home language. Results for pre-school experience are also reported, but these are confounded by the LEA’s policy of provision. The implications for the use of the Infant Index/Baseline-PLUS and for the national scheme are explored. 相似文献
13.
Chris Taylor 《British Journal of Educational Studies》2018,66(1):29-51
Over the last 20 years, the use of administrative data has become central to understanding pupil attainment and school performance. Of most importance has been its use to robustly demonstrate the impact of socio-economic status (SES) on pupil attainment. Much of this analysis in England and Wales has relied on whether pupils are eligible for free school meals (eFSM). However, very little is known about the validity of this measure as a proxy for SES. Using a recent major birth cohort study, this paper examines the relationship between pupils’ eFSM and their more detailed socio-economic circumstances. 相似文献
14.
Nicole Dołowy-Rybińska 《Journal of Language, Identity & Education》2016,15(5):280-292
This article is based on long-term participant observation and interviews with pupils and graduates of the Diwan immersion high school in Brittany, France. With reference to the theory of communities of practice, this article shows how the education in the Breton immersion school can influence a knowledge of the minority language and the young peoples’ engagement with the protection of the Breton language. This article presents the social and cultural capital received through the learning of the Breton language; the distinction between Diwan pupils and people from outside the community; and the gradual formation of a collective new Breton-speakers identity. The sociolinguistic prognostic shows that in a few dozen years the only Breton speakers will be Breton learners. The use of Breton depends thus on having knowledge of it and on finding a community in which this language acts as the benchmark for the creation of a Breton identity. 相似文献
15.
There is persistent evidence showing that care leavers tend to have lower educational outcomes compared to their peers. There is, however, less knowledge of whether this educational disadvantage transfers to the second generation. This study adopts a developmental contextual life-course approach to examine: (a) the extent of educational inequality of children of care leavers from school entry to public examinations at age 16; (b) the relative role of different psychosocial family resources as predictors of educational attainment; and (c) the role of early school readiness assessments as predictors of later educational attainment. Drawing on data collected from families living in England at the first sweep of the nationally representative UK Millennium Cohort Study (MCS) (n = 11,514), the findings suggest intergenerational transmission of educational disadvantage among children of care leavers (n = 287), which is manifest in a direct assessment of school readiness (age 3), at the Early Years Foundation Stage (EYFS) (age 5) and in General Certificate of Secondary Education (GCSE) attainment (age 16). However, once inequalities in family socio-economic background or area deprivation and housing are controlled for, children of care leavers perform comparably in their educational progression to those whose mothers had no experience of being in care (n = 11,227). Moreover, the findings highlight the significance of early school readiness assessments in predicting later educational attainment for the whole sample. Findings are discussed regarding their implications for policy, in particular the need to address educational inequality for children in care, area allocation and housing that is offered to care leavers, and the general importance of early interventions. 相似文献
16.
Tammy Campbell 《British Educational Research Journal》2014,40(5):749-771
There is an established body of evidence indicating that a pupil's relative age within their school year cohort is associated with academic attainment throughout compulsory education. In England, autumn‐born pupils consistently attain at higher levels than summer‐born pupils. Analysis here investigates a possible channel of this relative age effect: ability grouping in early primary school. Relatively younger children tend more often to be placed in the lowest in‐class ability groups, and relatively older children in the highest group. In addition, teacher perceptions of pupils' ability and attainment are associated with the child's birth month: older children are more likely to be judged above average by their teachers. Using 2008 data for 5481 English seven‐year‐old pupils and their teachers from the Millennium Cohort Study, this research uses linear regression modelling to explore whether birth month gradation in teacher perceptions of pupils is more pronounced when pupils are in‐class ability grouped than when they are not. It finds an amplification of the already disproportionate tendency of teachers to judge autumn‐born children as more able when grouping takes place. The autumn–summer difference in teacher judgements is significantly more pronounced among in‐class ability grouped pupils than among non‐grouped pupils. Given evidence that teacher perceptions and expectations can influence children's trajectories, this supports the hypothesis that in‐class ability grouping in early primary school may be instrumental in creating the relative age effect. 相似文献
17.
There are gender differences in educational attainment amongst British children and there is evidence that these differences emerge early in life. In this study we investigate whether boys’ and girls’ early educational attainment levels are similarly related to disadvantage in the family environment. This study uses survey data from the Millennium Cohort Study linked with the teachers Foundation Stage Profile assessment for children in the primary year of school in England between 2005 and 2006. The study finds lower attainment in communication, language and literacy and mathematical development for both boys and girls in families experiencing socio‐economic disadvantage. Early motherhood, low maternal qualifications, low family income and unemployment most strongly predict lower scores. Tests for gender interaction shows boys in families where mothers are young, where they lack qualifications or if they are living in poor quality areas are more disadvantaged compared to girls in similar circumstances. 相似文献
18.
There is evidence that pupils with weak literacy skills struggle on transition to secondary school. Many experience a drop in attainment in the summer break between the two. A British government‐funded programme of rigorously designed research on boosting literacy at transition had (by 2015) found only four of 15 interventions evaluated had positive effects. This small‐scale quasi‐experimental study investigated the effectiveness of support for pupils with mild literacy difficulties on transition to secondary school. Thirty‐two pupils in three schools were involved; half received the programme. Pairs were matched on reading, spelling, age and gender. Intervention was designed around the individual needs of each pupil, focusing variously on language skills, writing, reading and spelling. The group receiving the programme made modest gains in spelling, reading efficiency and single word reading. The comparison group lost ground, relatively, in all three areas. The results suggest a promising line for more rigorous investigation. 相似文献
19.
An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive. 相似文献
20.
Paul Croll 《Educational studies》1995,21(1):13-28
This study presents data collected towards the end of their school careers from pupils originally studied at preschool age as part of the Bristol Language Development Study. Data were originally collected on various aspects of the early language development of these children and, in particular, on naturally occurring language in the home, based on recorded samples of verbal interactions. More recently, data have been collected on the 16+ examination performance of these children as they reach the end of compulsory schooling. The analysis demonstrates a considerable degree of continuity between early language development and later examination performance, and also a strong relationship between family background and examination residts and a moderate relationship between family background and early language measures. Further analysis provided some support to a model which accounts for the relationship across time in terms of the influence of social background on both early and later measures. A model which has early language as a key factor in explaining the relationship between family background and examination results received little support from the data. 相似文献