Strand Steve (1999). Â« Ethnic Group, Sex and Economic Disadvantage: associations with pupils? educational progress from Baseline to the end of Key Stage 1 Â». British Educational Research Journal, vol. 25, nÂ° 2, p. 179–202. ISSN 0141-1926. En ligne : <http://www.informaworld ... 0.1080/0141192990250204>.
Added by: Marie Gaussel (23 Jun 2010 13:34:31 Europe/Paris)
|Resource type: Journal Article
ID no. (ISBN etc.): 0141-1926
BibTeX citation key: Strand1999
|Categories: Apprentissages et psychologie
Keywords: carte scolaire, Ă©ducation prioritaire, genre, groupe ethnique, inĂ©galitĂ© sociale, rĂ©sultat scolaire, situation sociale
Collection: British Educational Research Journal
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|URLs http://www.informa ... 0/0141192990250204|
Very few studies have explored the associations between ethnic group, sex, economic disadvantage and school attended on pupils' progress during their earliest years at school (age 4-7). The present study reports an analysis of the educational progress made by over 5000 pupils between Baseline assessment at age 4 and national end of Key Stage 1 (KS1) tests at age 7. There were marked differences in pupil attainment associated with ethnic group, sex and economic disadvantage, both at Baseline and at the end of KS1. In general, differences between groups of pupils tended to increase rather than decrease over time. Pupils entitled to free school meals (FSM) made less progress in all subjects than pupils not entitled to FSM, girls made more progress than boys in reading and writing but less progress in mathematics and Caribbean pupils made less progress, and Chinese pupils more progress, than English, Scottish, Welsh and Northern Irish (ESWNI) pupils. There were, however, significant interactions between the pupil factors. Caribbean and Black Other boys, African and Caribbean pupils with high Baseline attainment and ESWNI pupils entitled to FSM all made less than expected progress. The results confirm previous research indicating the particular primary school a pupil attends has a significant effect on their progress during the early years. However, there was no evidence of significant differential school effectiveness in relation to ethnic group, sex or economic disadvantage. Thus, the same schools that were most effective for either ESWNI, girls, or economically advantaged pupils were also most effective for either Caribbean, boys, or economically disadvantaged pupils.
Added by: Marie Gaussel