The name is absent



Section 3: The Impact of Pre-school and Primary School on Children’s
Reading and Mathematics Attainment in Year 5

The results described in the previous section provide important evidence concerning the strength
of background influences on young children’s cognitive attainment at the end of Year 5. These
findings show that the overall impact of background factors on outcomes in Reading and
Mathematics appears to be reducing while children move through primary school in terms of the
percentage of total variance in children’s attainments accounted for. These findings are in line
with the results of other studies which have tracked children over their time in primary school and
found reduced variation accounted for by background variables the older the children get (i.e.
Mortimore et al., 1998; Sammons, 1993). It is necessary to take account of such background
influences before attempting to identify the impact of other factors such as any continuing effects
of pre-school attendance or the academic effectiveness of the primary school attended.

Given the earlier findings, that pre-school experience gave children a better start to school (see
Sammons et al., 2002; 2003), an important aim of the Year 5 analyses is to establish whether
there is evidence of any continuing pre-school influence at the age of 10 years. By age 10 the
children have already spent 5 years in primary school; the study investigated the influence of
primary school academic effectiveness, as well as the combined influence of pre- and primary
school on young children’s cognitive attainments at the end of Year 5. A further major interest
was to explore whether pre-school experience and primary school effectiveness has different
influences on different groups of children such as disadvantaged children or children of less
qualified parents. Again, effects of pre-school and primary school were investigated net of the
effects of any background, child or home variables.

The results of the analyses of pre-school influence are considered in terms of a number of
different indicators:

Whether or not a child attended any pre-school setting

Duration (in months) of attending a pre-school setting

Measures of the quality (from observations by researchers) of the pre-school setting
attended

Measures of the effectiveness (in promoting children’s progress from age 3 to 5 years) of
the pre-school setting attended.

Figure 3.1 illustrates the analysis strategy.

Figure 3.1: Strategy of statistical analysis of net pre-school effects

14



More intriguing information

1. The name is absent
2. Transfer from primary school to secondary school
3. THE CHANGING RELATIONSHIP BETWEEN FEDERAL, STATE AND LOCAL GOVERNMENTS
4. The resources and strategies that 10-11 year old boys use to construct masculinities in the school setting
5. Evolutionary Clustering in Indonesian Ethnic Textile Motifs
6. Update to a program for saving a model fit as a dataset
7. FISCAL CONSOLIDATION AND DECENTRALISATION: A TALE OF TWO TIERS
8. NEW DEVELOPMENTS IN FARM PRICE AND INCOME POLICY PROGRAMS: PART I. SITUATION AND PROBLEM
9. Implementation of the Ordinal Shapley Value for a three-agent economy
10. The name is absent