The name is absent

influence of pre-school and primary school education (explored in Section 3). The extent of
differences in standardised assessment results attributable to a child’s background is also of
considerable policy interest, given the equity implications for later progress at school. The net
influence of different child, family and HLE characteristics is illustrated in Figures 1.2 and 1.3.
The description given alongside each factor listed in these Figures indicates the strength of
influence in terms of the effect sizes (ES) for different pupil group in comparison (e.g. boys
compared with girls) for each factor tested⁴. An effect size is a statistical measure representing
the strength of the single effect. An ES of 0.2 can be seen as representing a moderate influence
while a relatively strong influence would be an ES of 0.5+.

Figure 1.2: Factors with significant ‘net’ effect on attainment in Reading at the end of Year 5

⁴ For factors where more than one category showed a significant effect (e.g. mother’s qualification or early
years HLE) the effect size of the most representative category is shown in Figures 1.2 and 1.3. Details on
effect sizes for other categories can be found in Figures later in the report.

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