the group who had attended a pre-school centre of low quality, this difference in ES is most
distinct).
Figure 3.8: The combined impact of pre-school quality and primary school effectiveness on
attainment in Reading at Year 5_____________________________________________
The Combined Impact of Pre -School Quality
and Primary School Effectiveness: Reading
Pre-School Quality
Reference Group: No Pre -School and
Very low / low Primary School Effectiveness
Figure 3.9: The combined impact of pre-school quality and primary school effectiveness on
attainment in Mathematics at Year 5
The Combined Impact of Pre -School Quality and
Primary School Effectiveness: Mathematics
Primary School
Effectiveness (English):
□ very low / low
medium / high / very high
Pre-School Quality
Reference Group: No Pre -School and
Very low / low Primary School Effectiveness
Figure 3.9 shows there are stronger effects, in line with earlier findings: Children who did not go
to pre-school show a particularly strong benefit from attending a more academically effective
primary school (ES 0.47) compared to ‘home’ children who went to a less academically effective
primary school. Children who went to a low or medium quality pre-school centre and low
23
More intriguing information
1. AGRICULTURAL PRODUCERS' WILLINGNESS TO PAY FOR REAL-TIME MESOSCALE WEATHER INFORMATION2. AN EXPLORATION OF THE NEED FOR AND COST OF SELECTED TRADE FACILITATION MEASURES IN ASIA AND THE PACIFIC IN THE CONTEXT OF THE WTO NEGOTIATIONS
3. American trade policy towards Sub Saharan Africa –- a meta analysis of AGOA
4. Self-Help Groups and Income Generation in the Informal Settlements of Nairobi
5. The name is absent
6. The Context of Sense and Sensibility
7. Monetary Discretion, Pricing Complementarity and Dynamic Multiple Equilibria
8. Macroeconomic Interdependence in a Two-Country DSGE Model under Diverging Interest-Rate Rules
9. The name is absent
10. Citizenship