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Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Influences on children's attainment and progress in Key Stage 2: Cognitive outcomes in Year 5 Research brief

Sammons, P; Sylva, K; Melhuish, E; Siraj-Blatchford, I; Taggart, B; Grabbe, Y; Barreau, S; (2007) Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Influences on children's attainment and progress in Key Stage 2: Cognitive outcomes in Year 5 Research brief. Department for Education and Skills: Nottingham. Green open access

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Abstract

Effective Pre-School and Primary Education 3-11 (EPPE 3-11) (2003-2008) builds on the work of the earlier Effective Provision of Pre-School Education (EPPE) project (1996-2003) which investigated the impact of preschool provision on a national sample of young children in England between the ages of 3 and 7 years. EPPE 3-11 is following the same sample of around 2,500 children to age 11, the end of Key Stage 2. This Research Brief focuses on the relationships between various child, family, home, pre-school and primary school characteristics and measures of children?s cognitive attainment in Year 5 of primary school (age 10). It compares these findings to the impact of the same factors when the children were in Year 1 (age 6). The brief also reports findings about the combined influence of pre-school and primary school experience on children?s cognitive attainment in Year 5.

Type: Report
Title: Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Influences on children's attainment and progress in Key Stage 2: Cognitive outcomes in Year 5 Research brief
ISBN: 1844788903
Open access status: An open access version is available from UCL Discovery
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/1565995
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