Family policy was a key component of the "New" Labour government's family, social and education policy, and a wide range of family focused initiatives and interventions designed to "support" families and improve individual, family and social outcomes were introduced. The post-May 2010 coalition government's family…

A recent analysis of the Longitudinal Study of Young People in England (LSYPE) indicates a White British-Black Caribbean achievement gap at age 14 which cannot be accounted for by socio-economic variables or a wide range of contextual factors. This article uses the LSYPE to analyse patterns of entry to the different tiers of national mathematics…

This paper reports an analysis of the educational attainment and progress between age 11 and age 14 of over 14,500 students from the nationally representative Longitudinal Study of Young People in England. The mean attainment gap in national tests at age 14 between White British and several ethnic minority groups was large, more than three times…

This article presents an analysis of the association between pupil mobility and educational attainment in the 2002 national end of Key Stage 2 (KS2) tests for 11-year-old pupils in an inner London education authority. The results show that pupil mobility is strongly associated with low attainment in the end of key stage tests. However, the…

This article describes a longitudinal analysis of a nationally representative cohort of over 80,000 pupils in England who completed both national end of Key Stage 2 (KS2) tests and the Cognitive Abilities Test (CAT) at age 11 in 1997, national end of Key Stage 3 (KS3) tests at age 14 in summer 2000 and General Certificate of Secondary Education…

Explores association between pupil mobility and attainment in national end of Key Stage 1 tests for 6000+ pupils in an English urban education authority. Indicates pupil mobility during the early years is associated with significantly lower levels of pupil attainment in reading, writing, and mathematics tests at age seven. (BT)

Examines the educational progress made by students between Baseline assessment at age 4 and national end of Key Stage 1 tests at age 7. Focuses on the effects background factors have on students' progress, the interactions between ethnic group, sex, and economic disadvantage on progress, and evidence of school effectiveness. Discusses the…

Assesses the "value added" by schools to the academic progress of students aged four to seven years. Finds that gender, socioeconomic background, English-as-a-Second-Language, and school composition affect student achievement. Notes that raw, as opposed to value-added, results can give misleading impressions of a school's effectiveness. (DSK)