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\nEffective Pre-School, Primary &  \nSecondary Education Project (EPPSE) Research Report  \nSeptember 2014  \nPam Sammons 1 , Kathy Sylva 1 , Edward Melhuish 1, 2 , Iram Siraj3 , Brenda Taggart3 , Katalin Toth3 & Rebecca Smees3  \n1 University of Oxford; 2 Birkbeck, University of  \nLondon, 3 Institute of Education, University of London  \nThe EPPSE Research Team  \nPrincipal Investigators  \nProfessor Kathy Sylva  \nDepartment of Education, University of Oxford  \n00 44 (0) [1865 274 008 / email](1865 274 008 / email kathy.sylva@education.ox.ac.uk)[ ](1865 274 008 / email kathy.sylva@education.ox.ac.uk)[kathy.sylva@education.ox.ac.uk](1865 274 008 / email kathy.sylva@education.ox.ac.uk)  \nProfessor Edward Melhuish  \nInstitute for the Study of Children, Families and Social Issues  \nBirkbeck University of London & Department of Education, University of Oxford  \n00 44 (0)207 079 [0834 / email](0834 / email e.melhuish@bbk.ac.uk)[ ](0834 / email e.melhuish@bbk.ac.uk)[e.melhuish@bbk.ac.uk](0834 / email e.melhuish@bbk.ac.uk)  \n00 44 (0) [1865 274 049 / email edward.melhuish@education.ox.ac.uk](1865 274 049 / email edward.melhuish@education.ox.ac.uk)  \nProfessor Pam Sammons  \nDepartment of Education, University of Oxford  \n00 44 (0)115 951 [4434 / email](4434 / email pamela.sammons@education.ox.ac.uk)[ ](4434 / email pamela.sammons@education.ox.ac.uk)[pamela.sammons@education.ox.ac.uk](4434 / email pamela.sammons@education.ox.ac.uk)  \nProfessor Iram Siraj  \nInstitute of Education, University of London 00 44 (0)207 [612 6218 / email](612 6218 / email i.siraj@ioe.ac.uk)[ ](612 6218 / email i.siraj@ioe.ac.uk)[i.siraj@ioe.ac.uk](612 6218 / email i.siraj@ioe.ac.uk)  \n*Brenda Taggart  \nInstitute of Education, University of London  \n00 44 (0)207 [612 6219 / email](612 6219 / email b.taggart@ioe.ac.uk)[ ](612 6219 / email b.taggart@ioe.ac.uk)[b.taggart@ioe.ac.uk](612 6219 / email b.taggart@ioe.ac.uk)  \nResearch Officers  \nDr. Katalin Toth  \nInstitute of Education, University of London  \nRebecca Smees  \nInstitute of Education, University of London  \n**Wesley Welcomme  \nInstitute of Education, University of London  \nAcknowledgements  \nThe EPPSE 3-16 project is a major longitudinal study funded by the Department for Education (DfE) . The research would not have been possible without the support and cooperation of the Local Authorities, pre-school centres, primary schools, secondary schools, and the many children and parents participating in the research.  \nContents  \nThe EPPSE Research Team 1  \nPrincipal Investigators 2  \nAcknowledgements 2  \nList of figures vii  \nList of tables viii  \nExecutive summary xv  \nSummary of findings xviii  \nRaw differences in attainment for different student groups xviii  \nThe net impact of child, family and HLE characteristics on GCSE attainment in Year  \n11 xix  \nAttendance xxiii  \nDuration xxiii  \nQuality xxiii  \nEffectiveness xxiv  \nCombined effects xxiv  \nImplications xxxii  \n1 Introduction 1  \nAims 2  \nAnalyses strategy 3  \nStructure of the report and analyses 4  \n2 Characteristics of the sample at the end of Year 11 6  \nContinuous measures 7  \nDichotomous measures-performance benchmark indicators 10  \nAcademic assessments 13  \nDescriptive statistics of academic outcomes 14  \nAssociations between students’ attainment in different outcomes and over time 19  \nDifferences in attainment for different groups of students 20  \nGender 20  \nEthnicity 22  \nParents’ qualification level 22  \nFree school meals (FSM) 22  \nSpecial educational needs (SEN) 22  \nEarly years home learning environment (HLE) 24  \nPre-school attendance 24  \n3 Students’ academic attainment at the end of Year 11 in secondary school 25  \nThe influence of different individual student, family and home learning environment characteristics as predictors of GCSE results 25  \nNull models 26  \nIndividual measures 29  \nAge 29  \nGender 29  \nEthnicity 29  \nEarly developmental, behavioural and health problems 3","cbCaisErbEWjhiPX","https://ap.wps.com/l/cbCaisErbEWjhiPX","pdf",4741608,264,"English","# The EPPSE Research Team\n## Principal Investigators\n# Acknowledgements\n## List of figures\n## List of tables\n# Executive summary\n## Summary of findings\n# 1 Introduction\n## Aims\n## Analyses strategy\n## Structure of the report and analyses\n# 2 Characteristics of the sample at the end of Year 11\n## Continuous measures\n## Dichotomous measures-performance benchmark indicators\n## Academic assessments\n## Descriptive statistics of academic outcomes\n## Differences in attainment for different groups of students\n## Gender\n## Ethnicity\n## Parents’ qualification level\n## Free school meals (FSM)\n## Special educational needs (SEN)\n## Early years home learning environment (HLE)\n## Pre-school attendance\n# 3 Students’ academic attainment at the end of Year 11 in secondary school\n## Individual measures\n## The impact of neighbourhood characteristics and school composition\n# 4 The impact of pre-school, primary school and secondary school on students’ academic attainment at the end of Year 11\n## The impact of pre-school experience\n## The impact of primary school academic effectiveness\n## The impact of secondary school on Year 11 academic attainment\n# 5 Exploring the effects of students’ experiences of secondary schools on KS4 attainment\n## Experiences of school in Year 9\n## Emphasis on learning\n## Behaviour climate\n## Headteacher qualities\n## School environment","[{\"question\":\"What factors does the report analyze in relation to GCSE attainment at age 16?\",\"answer\":\"It examines individual student characteristics, family background, early years and home learning environment measures, attendance and related schooling factors, and neighbourhood and school composition variables.\"},{\"question\":\"How does the report evaluate the influence of early schooling experiences?\",\"answer\":\"It assesses the continuing impact of pre-school attendance, pre-school type and duration, and pre-school centre quality and effectiveness on later academic attainment up to the end of KS4.\"},{\"question\":\"What does the report conclude about secondary school experiences and KS4 attainment?\",\"answer\":\"It studies students’ experiences of secondary schools, including emphasis on learning, behaviour climate, headteacher qualities, school environment, valuing pupils, resources, and teacher discipline and care, to explain KS4 outcomes.\"}]","Influences on students' GCSE attainment and progress at age 16 - 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