Gender, Ethnic and Socio‐economic Differences in Attainment and Progress: a longitudinal analysis of student achievement over 9 years

Abstract The size and stability of gender, ethnic and socio‐economic differences in students' educational achievement are examined over a 9 year period. Both absolute differences in cognitive attainment and relative differences in progress are considered. The study, which is part of a follow up of an age cohort originally included in the ‘School Matters’ research, utilises multilevel modelling techniques. Attainment in reading and mathematics is reported at primary school (Year 3 and 5), secondary transfer (Year 6) and in the General Certificate of Secondary Education (GCSE) (Year 11). Whilst differences in achievement related to gender and socio‐economic factors remained consistent and generally increased over time, greater change was found in patterns of ethnic differences. Possible explanations for the findings are discussed, particularly in relation to the debate concerning performance assessment and equity. The importance of adequate control for socio‐economic background in the analysis of ethnic differences is noted.