965641 Influences on Children's Attainment and Progress in Key Stage 2: Cognitive Outcomes in Year 5 (EPPE 3-11 Project)
Published
Published 19-Feb-2007
Report Publication Code : RR828
Brief Publication Code : RB828
This report presents the results of analyses related to the Key Stage 2 phase of a major longitudinal study investigating the influence of pre-school and primary school on children’s cognitive and social/behavioural development (EPPE 3-11) in England. The focus of this report is on children’s cognitive attainments at the end of Year 5.
The EPPE 3-11 project is following up the sample to the end of primary schooling (age 11 years plus). The research has adopted an educational effectiveness design and mixed methods approach (Sammons et al., 2005; Siraj-Blatchford et al., 2006) in order to investigate child, family and home influences on developmental outcomes so that the relative importance of these influences can be studied in relation to the strength of pre-school and primary school factors.
DfES Objective
Key Research Priority
DfES Project Manager
Contractor
Author
Pam Sammons, University of Nottingham; Kathy Sylva, University of Oxford; Edward Melhuish, Birkbeck, University of London; Iram Siraj-Blatchford, Brenda Taggart, Yvonne Grabbe and Sofka Barreau, Institute of Education, University of London
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