Publication - Research and analysis

Children's development at the start of school in Scotland and the progress made during their first school year: An analysis of PIPS baseline and follow-up assessment data

Published: 6 Jan 2016
Part of:
Research
ISBN:
9781785448942

This report shows the results of analysis on the starting points and progress of children in Scotland in Primary 1 in early maths, early literacy and non-cognitive development and behaviour.

60 page PDF

2.2 MB

60 page PDF

2.2 MB

Contents
Children's development at the start of school in Scotland and the progress made during their first school year: An analysis of PIPS baseline and follow-up assessment data
Appendix D

60 page PDF

2.2 MB

Appendix D

Supplementary information

Figure D-1: Picture vocabulary scores for Scotland at the start of Primary 1 over three academic years

2012/13 2013/14 2014/15 Combined
n (%) 6526 (100) 6526 (100) 6526 (100) 19578 (100)
Mean (SD) 0.00 (0.98) -0.05 (1.00) -0.08 (0.99) -0.05 (0.99)
Median (min, max) -0.10 (-2.69, 2.81) -0.10 (-2.69, 2.81) -0.10 (-2.69, 2.81) -0.10 (-2.69, 2.81)

The picture vocabulary scores were normalised. At the start of Primary 1, they declined very slightly over the three academic years.

Figure D-2: Phonological awareness scores for Scotland at the start of Primary 1 over three academic years

2012/13 2013/14 2014/15 Combined
n (%) 6526 (100) 6526 (100) 6526 (100) 19578 (100)
Mean (SD) -0.01 (0.97) -0.11 (0.96) -0.14 (0.99) -0.08 (1.02)
Median (min, max) -0.03 (-2.65, 1.71) -0.03 (-2.65, 1.71) -0.03 (-2.65, 1.71) -0.07 (-3.13, 3.73)

At the start of Primary 1, phonological awareness declined slightly over time.

Figure D-3: Months difference in end of Primary 1 scores between academic years

2013/14 compared with 2012/13 2014/15 compared with 2013/14
Total -0.06* -1.03**
Early Reading -0.60** -0.68**
Early Mathematics 0.07 0.19

** Significant at the 1% level * significant at the 5% level

At the end of Primary 1, the total scores declined over time. Looking in more detail, early reading declined more than early mathematics. More information and interpretation in relation to progress is included in the main body of the report.


Contact

Email: Wendy van der Neut