Influences on students' attainment and progress in Key Stage 3: Academic outcomes in English, maths and science in Year 9

Authors

Pam Sammons, University of Oxford
Kathy Sylva, University of Oxford
Edward Melhuish, University of WollongongFollow
Iram Siraj-Blatchford, University of WollongongFollow
Brenda Taggart, University of London
Katalin Toth, University of London
Diana Draghici, University of London
Rebecca Smees, University of Oxford

RIS ID

109733

Publication Details

Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Toth, K., Draghici, D. & Smees, R. (2012). Influences on students' attainment and progress in Key Stage 3: Academic outcomes in English, maths and science in Year 9. London, United Kingdom: Department of Education.

Abstract

The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has investigated the academic and social-behavioural development of approximately 3,000 children from the age of 3+ years since 1997. This Research Brief focuses on the relationships between a range of individual student, family, home, pre-, primary and secondary school characteristics and students' academic attainment in English, maths and science in Year 9 at secondary school (age 14). It compares the latest findings with those found for students' attainment at younger ages. It also highlights the influences of secondary school on students' attainment in the core curriculum areas and studies their academic progress across Key Stage 3 between the ages of 11 and 14.