Raising the Achievement of Bilingual Learners in Primary Schools: Statistical Analysis
- ISBN-10
- 1847750052
- ISBN-13
- 9781847750051
- Pages
- 32
- Language
- English
- Published
- 2007
- Publisher
- DfEs Publ.
- Authors
- Kerensa White, Tom Benton
Description
This report summarises key findings from the statistical aspects of the research conducted to assess the impact of the pilot on the attainment of bilingual pupils in participating primary schools. Research was conducted by a team at the National Foundation for Educational Research (NFER) between 2004 and 2006 on behalf of the Department for Children, Schools and Families (DCSF). Case-study visits and interviews were carried out in 21 schools and seven local authorities. Findings include: (1) Schools involved in the English as an Additional Language (EAL) programme made more progress in their Key Stage 2 English results between 2004 and 2006 than similar schools not involved in the programme; (2) No significant differences in the rates of progress were found in relation to pupils' Key Stage 2 results in mathematics and science in programme schools compared to pupils' results in non-programme schools between 2004 and 2006; (3) There were no significant differences in the rates of improvement for EAL and non-EAL learners in programme schools with regard to KS2 mathematics and science results between 2004 and 2006; and (4) With one exception, there were also no significant differences between EAL and non-EAL learners in programme schools with regard to KS2 English results. A number of recommendations were made in the qualitative evaluation of the pilot/programme and follow-up indicated that actions had been taken in relation to many of these. Further recommendations include: (1) Continue evaluation of materials presented in "Excellence and Enjoyment: Learning and Teaching for Bilingual Children in the Primary Years"; (2) While continuing the emphasis on English/literacy, further emphasis should be placed on programme interventions as being applied to subjects across the curriculum, particularly in mathematics and science; and (3) Greater precision in teaching in order to close the attainment gap between bilingual and other learners. Details of multi-leveling modeling and data tables are included in three appendixes. (Contains 1 footnote and 8 tables.) [For the associated briefing, see ED502449.].
