By linking information from a number of databases, it was possible to investigate some factors that influence the relative progress of pupils from age 14 to age 16 attending comprehensive schools from two English Local Education Authorities (LEAs). In particular, the characteristics of the neighbourhood that the school was located in and the quality of teaching were included in the models. It was found that the quality of teaching was better in neighbourhoods of low child poverty. In addition, it was found that child poverty was also related to relative progress over Key Stage 4.
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John F. Bell (2003) studied this question.
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