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 |
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