Primary School Composition and Student Progress

Project Outline

Research Questions

What effects do Socio-economic status, gender, ethnicity, SEN and age composition variables have on student progress: are all students in the school subject to these effects?
Which particular composition variables are significant in influencing student progress?
How do compositional effects ‘work’: is it through any or all of the following: peer group cultures, the influence of the nature of the intake on curriculum and pedagogy, the influence of the nature of the intake on school organization and management?
Is there a relationship between falling rolls and student progress? If so, how can it best be explained?
How reliable is the FSM measure in assessing the impact of student composition on student progress?
Are there particular school policies and practices that are helpful in raising student progress given the nature of the school intake?

Research Design

The study will have three elements:

A large scale analysis of data from all Hampshire full primary and junior schools.
A study of a sub-sample of 46 schools in Basingstoke and Deane and adjacent areas
More detailed case studies of 12 of these 46 schools

Access and Ethics

All research activities will be planned with a view to minimising demands on schools and the LEA. The British Educational Research Association's ethical guidelines will be adhered to throughout. Informed consent will be obtained from parents of participating students where appropriate. Every attempt will be made to ensure individual and institutional confidentiality

Hampshire Research with Primary Schools (HARPS)

Primary School Composition and Student Progress: an ESRC funded Project (2005 - 2007)

Project Outline

Research Questions

Research Design

Access and Ethics