First published in 1988, this work reports on a major British study
of children's progress and behaviour in 33 infant schools. The
research looks at children from nursery through to junior school
and asks why some children had higher attainments and made more
progress than others. Using observations not only in schools but
also interviews with children and parents, the children's skills on
entering school were found to have an important effect on progress.
In each school, black and white children, and girls and boys were
studied, in order gauge whether gender or ethnicity were related to
progress.
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