The drivers of academic success for ‘bright’ but disadvantaged students: A longitudinal study of AS and A-level outcomes in England

Journal article

The study identified a sub-group of high attaining (bright) disadvantaged students at the end primary schooling at age 11 and followed their progress across secondary education with a particular focus on their success in advanced level (AS and A-levels) public examinations in England. Based on an sample of approximately 3000 children tracked from age 3 to age 18 multilevel logistic regression identified factors (child, family, home learning and educational) that predicted being high achieving for disadvantaged students at age 11 and also what predicted later success at age 18. Findings point to the continued effects of pre-school experiences, the early years home learning environment and out of school learning. Attending a a higher quality secondary school also improved outcomes. Policy implications for the development and evaluation of interventions intended to reduce the equity gap in achievement are discussed.

Authors: Sammons, P; Toth, K; Sylva, K

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Elsevier
• Journal: Studies in Educational Evaluation
• Volume: 57
• Pages: 31-41
• Publication date: 2017-10-31
• Acceptance date: 2017-10-11
• DOI: 10.1016/j.stueduc.2017.10.004
• ISSN: 0191-491X
• Keywords: A-Level; AS Level; disadvantage; equity