Protecting the development of 511-year-olds from the impacts of early disadvantage: the role of primary school academic effectiveness
Whether or not more effective schools can successfully mitigate the impacts of early disadvantage upon educational attainment remains uncertain. We investigated 2,664 children aged 6-11 years and measured their academic skills in English and maths along with self-regulation at 6, 7, and 11. Experien...
| Main Authors: | , , , , , |
|---|---|
| Format: | Journal article |
| Published: |
Taylor and Francis (Routledge)
2012
|
| _version_ | 1797070599705591808 |
|---|---|
| author | Sammons, P Hall, J Sylva, K Melhuish, E Siraj-Blatchford, I Taggart, B |
| author_facet | Sammons, P Hall, J Sylva, K Melhuish, E Siraj-Blatchford, I Taggart, B |
| author_sort | Sammons, P |
| collection | OXFORD |
| description | Whether or not more effective schools can successfully mitigate the impacts of early disadvantage upon educational attainment remains uncertain. We investigated 2,664 children aged 6-11 years and measured their academic skills in English and maths along with self-regulation at 6, 7, and 11. Experiencing multiple disadvantages before age 5 strongly impaired later self-regulation and academic attainment. However, attending a more academically effective primary school for just a single year was found to partially protect all outcomes at age 6. In addition, more academically effective primary schools significantly lessened the extent to which earlier abilities in reading, writing, and self-regulation predicted these same abilities at age 11. Thus, although attending a more academically effective primary school does not eliminate the adverse impacts of multiple disadvantage experienced at a younger age, it can mitigate them by promoting better academic attainment and self-regulation up to age 11 for children who had experienced more disadvantages. © 2013 Copyright Taylor and Francis Group, LLC. |
| first_indexed | 2024-03-06T22:41:12Z |
| format | Journal article |
| id | oxford-uuid:5b9d1c92-c18e-438d-ae8f-7c021123bf4c |
| institution | University of Oxford |
| last_indexed | 2024-03-06T22:41:12Z |
| publishDate | 2012 |
| publisher | Taylor and Francis (Routledge) |
| record_format | dspace |
| spelling | oxford-uuid:5b9d1c92-c18e-438d-ae8f-7c021123bf4c2022-03-26T17:23:11ZProtecting the development of 511-year-olds from the impacts of early disadvantage: the role of primary school academic effectivenessJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:5b9d1c92-c18e-438d-ae8f-7c021123bf4cSymplectic Elements at OxfordTaylor and Francis (Routledge)2012Sammons, PHall, JSylva, KMelhuish, ESiraj-Blatchford, ITaggart, BWhether or not more effective schools can successfully mitigate the impacts of early disadvantage upon educational attainment remains uncertain. We investigated 2,664 children aged 6-11 years and measured their academic skills in English and maths along with self-regulation at 6, 7, and 11. Experiencing multiple disadvantages before age 5 strongly impaired later self-regulation and academic attainment. However, attending a more academically effective primary school for just a single year was found to partially protect all outcomes at age 6. In addition, more academically effective primary schools significantly lessened the extent to which earlier abilities in reading, writing, and self-regulation predicted these same abilities at age 11. Thus, although attending a more academically effective primary school does not eliminate the adverse impacts of multiple disadvantage experienced at a younger age, it can mitigate them by promoting better academic attainment and self-regulation up to age 11 for children who had experienced more disadvantages. © 2013 Copyright Taylor and Francis Group, LLC. |
| spellingShingle | Sammons, P Hall, J Sylva, K Melhuish, E Siraj-Blatchford, I Taggart, B Protecting the development of 511-year-olds from the impacts of early disadvantage: the role of primary school academic effectiveness |
| title | Protecting the development of 511-year-olds from the impacts of early disadvantage: the role of primary school academic effectiveness |
| title_full | Protecting the development of 511-year-olds from the impacts of early disadvantage: the role of primary school academic effectiveness |
| title_fullStr | Protecting the development of 511-year-olds from the impacts of early disadvantage: the role of primary school academic effectiveness |
| title_full_unstemmed | Protecting the development of 511-year-olds from the impacts of early disadvantage: the role of primary school academic effectiveness |
| title_short | Protecting the development of 511-year-olds from the impacts of early disadvantage: the role of primary school academic effectiveness |
| title_sort | protecting the development of 511 year olds from the impacts of early disadvantage the role of primary school academic effectiveness |
| work_keys_str_mv | AT sammonsp protectingthedevelopmentof511yearoldsfromtheimpactsofearlydisadvantagetheroleofprimaryschoolacademiceffectiveness AT hallj protectingthedevelopmentof511yearoldsfromtheimpactsofearlydisadvantagetheroleofprimaryschoolacademiceffectiveness AT sylvak protectingthedevelopmentof511yearoldsfromtheimpactsofearlydisadvantagetheroleofprimaryschoolacademiceffectiveness AT melhuishe protectingthedevelopmentof511yearoldsfromtheimpactsofearlydisadvantagetheroleofprimaryschoolacademiceffectiveness AT sirajblatchfordi protectingthedevelopmentof511yearoldsfromtheimpactsofearlydisadvantagetheroleofprimaryschoolacademiceffectiveness AT taggartb protectingthedevelopmentof511yearoldsfromtheimpactsofearlydisadvantagetheroleofprimaryschoolacademiceffectiveness |