younger starting age per se and, according to Burstall et al. (1974) 'did not
warrant the extra time spent learning'.
From Scotland it is reported that it became possible to 'track the first cohort
through to their Standard Grade examinations in the 4th year (aged 16) of
Secondary School' in spring 1994. Although a large number of intervening
variables made it impossible to draw clear conclusions from the first national
examinations it was stated that:
"...the researchers did find that the schools ∞ncemed were entering a
substantially wider range of pupils than before yet were able to maintain their
previous standard of attainment... This suggests that the advantage of primary
school learners over secondary school beginners was being maintained up to
the age of sixteen." (Johnstone, 1996: 173)
The above statement is probably best read together with a previous statement
in the final 1995 report:
"Analysis of a small sample of schools, in which populations are fluctuating
(mainly through parental choice of schools) and policies about presentation for
Standard Grade or choice of language at S1 are subject to considerable
variation, does not enable the research to state conclusively that the
introduction of foreign languages into primary schooling has led to improved
performance at Standard Grade." (Low et al., 1995: 143)
Low et al. continue by stating that it became clear from 'looking at the available
data from a number Ofdifferent perspectives' that:
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