Diversity in Education
Diversity in Education
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The Effect of Group-level Influences on Pupils' Progress in Reading

  • The only non-score peer effect in Cohort 1 with a statistically significant effect on the intercept is pupil turnover.
  • Pupil turnover, in the operationalisation adopted here, was highly statistically significant in both cohorts: no other ‘non-score’ peer effect were statistically significant after allowing for pupil turnover.
  • Pupil turnover had a negative effect in both cohorts, and a possible mechanisms would be the disproportionate time the teacher had to spend inducting and socializing the incomers.
  • Peer group effects show to be stronger at older ages.
  • The measures of deprivation (proportion free school meals, proportion free school clothes) have a considerably weaker effect, if any.
  • Findings show that the other pupils in a class do have an impact. It is more difficult for children to make progress in some classes than others. Class composition should be taken into account in assessing value added.
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