The name is absent



Appendix 3: Raw differences in attainment in Reading and
Mathematics at the end of Year 5

Significant differences in cognitive attainments related to various child, family and home learning
environment (HLE) characteristics have been reported at entry to pre-school (age 3 plus), later at
entry to primary school (rising 5 years), at the end of Year 1 (age 6) and at the end of Year 2
(age 7). These characteristics were also predictors (but were less strongly associated) of
different aspects of the social/behavioural development of the children. In this Appendix raw
differences in cognitive attainments at the end of Year 5 for different groups of children (i.e.
gender groups, ethnicity groups, etc.) are summarized. The findings at the end of Year 5 are
broadly in line with the earlier reported findings (see Sammons et al. 2004a; 2004b). Table A.3.7
shows means and standard deviations by pre-school experience (yes/no). Further details of
differences in attainment levels for different pupil groups are found in the full report (Sammons et
al., 2007).

Table A3.1: Cognitive attainments at the end of Year 5 by ethnic group

Reading
N        Mean       SD

Mathematics

N        Mean       SD

White UK Heritage

1915

101.37

15.08

1906

100.89

14.80

White European Heritage

78

97.38

14.39

76

99.17

13.84

Black Caribbean Heritage

96

97.36

10.95

94

98.98

14.57

Black African Heritage

50

97.09

13.12

50

96.31

13.76

Indian

51

98.36

12.73

51

103.17

17.30

Pakistani

130

89.16

11.22

129

91.05

13.74

Bangladeshi

29

89.33

12.84

29

91.69

16.92

Mixed Heritage

141

100.11

16.11

138

99.58

15.58

Any Other Ethnic Minority

56

96.47

14.71

56

99.05

15.15

Table A3.2: Cognitive attainments at the end of Year 5 and Language

English as Mother Tongue

N          Mean         SD

English as an Additional Language

N          Mean         SD

Reading

2311

100.93

14.93

236

91.04

12.53

Mathematics

2295

100.60

14.82

235

94.18

15.58

44



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