2 edition of New Commonwealth ethnic minority pupils" attainment in GCSE English: a study of one LEA. found in the catalog.
New Commonwealth ethnic minority pupils" attainment in GCSE English: a study of one LEA.
Sharon Heather Fleming
Thesis (M.A.) - Oxford Brookes University, Oxford, 1991.
|Contributions||Oxford Brookes University. School of Education.|
In one Inner London LEA it is estimated that approximately % of all admissions in secondary schools across the LEA are casual admissions. This is also seen as an underestimation since this is also a transient population who may have moved school and/or area before official data is collected. • A study showed that by the change of admissions into one of Americas elitist universities (Berkley university of California) in , the admissions changing to become almost entirely based upon SATS (tests closely related to IQ Tests), which were also unbiased towards ethnic minority groups, affected the percentages of each minority group.
Evaluating the performances of minority ethnic pupils in secondary schools Haque, Z. and Bell, J.F. () Oxford Review of Education, 27, 3, Patterns of Uptake of Modern Language Examinations in England. Routledge & CRC Press are imprints of Taylor & Francis. Together they are the global leader in academic book publishing for the humanities, social sciences, and STEM.
The project was created because in many parts of England there is a substantial gap between national averages on school attainment and the attainment of pupils of Pakistani and Kashmiri heritage. The project aims to demonstrate through a series of case studies that the attainment of Pakistani and Kashmiri heritage pupils can be raised and. Research also highlights that refugee and asylum-seeker pupils have complex and multi-faceted needs and cannot be treated simply as EAL pupils or minority ethnic pupils (Rutter and Stanton,
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The attainment of the minority ethnic groups 8 While the attainment of minority ethnic groups as a whole is improving, some groups continue to underachieve: • The performance of Bangladeshi and Pakistani pupils in the early years of schooling remains depressed.
Once they become proficient in English, however, their attainment often matches or File Size: KB. attainment among ethnic groups, and as one of the key reasons why ethnic minority groups catch up with White British pupils as they move through.
The study LEA The study LEA is located in inner London and is one of the most ethnically and linguistically diverse boroughs of Britain. The LEA census recorded the ethnic and language background of LEA pupils.
White-British pupils no longer represent the largest group, having decreased by 13% over the last 10 years. The study found that improvements in language skills as ethnic minority pupils move through school was the biggest reason for closing the gap.
Among Indians, the share of native English. Office for Standards in Education (b) Managing Support for the Attainment of Pupils from Minority Ethnic Groups. London: OFSTED. School Curriculum and Assessment Authority () Teaching English as an Additional Language: A Framework for Policy.
Looking at the attainment gap on a regional basis, it is the performance of pupils in London which stands out. [The EEF tables] show that a majority (51%) of London’s FSM-eligible pupils achieved A*-C grades in GCSE English and maths in In the neighbouring South East barely one-third of FSM-eligible pupils did so.
Are different approaches used for pupils from specific social groups (minority ethnic/social class/ gender) who are over-represented in low attainment groups and/or ‘at risk’ of low educational outcomes. 98 Chapter 9. Implications of the study Introduction The grouping debate Practice Added 'Level 1 and 2 English and maths: 16 to 18 students - to ' statistics.
23 January Added 'GCSE and equivalent attainment by pupil characteristics: to ' and 'GCSE and. The study found that 73 per cent of Chinese students in English schools were achieving eight good GCSE passes in these ‘tough’ subjects, compared to 37 per cent of white British pupils.
Very importantly the latest DfE data for English state schools [for the /17 GCSE examinations] indicate that pupils whose first language is other than English actually performed better than students whose first language is in terms of Attainment 8 the average points scores for students whose first language was English was pupils with statements is per cent.
the pupils’ special needs are mainly in the area of seBD and speech and communication difﬁ culties. per cent of pupils have english as a second language and per cent of the pupils come from minority ethnic backgrounds. the pupils come from homes that are socio. evidence on educational attainment by ethnic minority pupils.
The Brent study is then introduced and the data presented. The question is asked as to whether improved performance in English in schools with substantial ethnic minority pupils can be linked to features of the GCSE examination. There follows some discussion of the differences. Inequalities from Baseline to GCSE by ethnic origin in relation to LEA average (one LEA in ) +4 GCSE attainment by social class and ethnic origin, England &.
Attainment in mathematics learning The failure of pupils of African heritage to share in the dramatic rise in attainment at the General Certificate of Secondary Education (GCSE) examinations which occurred in the s for their White English peers prompted an investigation (Gillborn and Mirza, ) which demonstrated how underachievement of.
lowest compared to any other group in Bristol as it is described in BME (Black Ethnic Minority) Attainment Action plan of Bristol. At KS4, the gap between BME and non BME pupils narrowed by 1% on 5+ A*-C (including English and Maths) and 3% on 5+ A*-C.
On both measures the lowest attaining group are Somali pupils. (LEA Bristol p, 2). The results show that, while the distinction between take‐up and eligibility has been eroded, FSM remains a useful and clear stratifying variable for pupil attainment patterns in school, linked to type of school attended, school mobility, living in care, special needs, first language and minority ethnic group.
The pupils missing FSM values. The relatively new headteacher is providing very good leadership and the school has a strong plan for raising attainment and improving the overall quality of education it provides. There are already signs of good progress. STANDARDS ACHIEVED all schools similar schools Performance compared with: Year 11 GCSE/GNVQ.
The document, Recent Research on the Achievements of Ethnic Minority Pupils (Gillborn and Gipps ), reaches the following conclusions: • ‘Whatever the pupil’s gender or ethnic origin those from higher social class backgrounds do better on average’ (p.
17). Pupils of Pakistani heritage in English schools, 2. Attainment of Pakistani heritage pupils at 16+ by region 3. Attainment of Pakistani heritage pupils at 16+ in 19 LEAs 4. Pakistani heritage applicants to British universities by region, 5. Material circumstances of white and Pakistani communities compared List of figures 1.
The Commons Education Committee says disadvantaged and ethnic minority pupils face a high risk. Teachers will predict pupils' GCSE and A-level grades. Exam boards then moderate and issue the final. the framework of the statutory requirements. This book focuses on the assessment of students of ethnic minority backgrounds and presents a collection of contributions by people involved in the day-to-day delivery of education.
They include: (1) "Beginnings of the Multi-Ethnic Classrcom" (Pat Keel); (2) "An Inexact Science--Issues.EAL pupils in primary and secondary schools by LEA Archive information showing number of EAL and ethnic minority pupils by local authority and nationally.
EALand EM pupils EAL pupils EAL and EM pupils EAL and EM pupils EAL and EM pupils EAL and EM pupils EAL and EM pupils EAL and EM pupils We also recommend that the Continuous Professional Development (CPD) framework for Science, Mathematics and Technology teachers include key elements on multi-cultural and anti-racist teaching, to enhance the educational attainment of ethnic minority pupils.
1. CURRICULUM ISSUES AFFECTING THE DIFFERENTIAL ATTAINMENT OF ETHNIC MINORITY .