English as an Additional Language (EAL) and educational achievement in England: An analysis of the National Pupil Database
Strand, S; Malmberg, L; Hall, J
Date: 29 January 2015
Publisher
Education Endowment Foundation
Related links
Abstract
The project was commissioned by three charitable groups – the Education Endowment
Foundation (EEF), Unbound Philanthropy and The Bell Foundation – to analyse the evidence
from national data in England on the achievement of students with English as an Additional
Language (EAL) and to review the literature on effective interventions ...
The project was commissioned by three charitable groups – the Education Endowment
Foundation (EEF), Unbound Philanthropy and The Bell Foundation – to analyse the evidence
from national data in England on the achievement of students with English as an Additional
Language (EAL) and to review the literature on effective interventions to raise the attainment
of pupils with EAL. The key questions addressed by the project were:
- Who are the most at-risk groups of EAL learners and what are the predictors of low
attainment for these learners?
- What are the most promising programmes and interventions to address EAL
achievement gaps on the basis of causal evidence?
This report presents an analysis of the most recent England National Pupil Database (NPD)
from 2013 with respect to the first question above. A sister report focuses on the second
question concerning effective interventions and is published in parallel with this report. The
overall purpose of the project is to help schools and policymakers to effectively target policy,
interventions and funding to address achievement gaps.
School of Education
Faculty of Humanities, Arts and Social Sciences
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