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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ574434
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0141-1926
Pupil Progress during Key Stage 1: A Value Added Analysis of School Effects.
Strand, Steve
British Educational Research Journal, v23 n4 p471-87 Sep 1997
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)
Descriptors: Academic Achievement, British Infant Schools, Educational Environment, English (Second Language), Foreign Countries, Preschool Education, Primary Education, School Effectiveness, Sex Differences, Socioeconomic Status
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: England; Value Added Model; Wales