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Evaluating the Performances of Minority Ethnic Pupils in Secondary Schools
Zubaida Haque and John F. Bell
Oxford Review of Education
Vol. 27, No. 3 (Sep., 2001), pp. 357-368
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/1050690
Page Count: 12
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This paper investigates the performances and the progress made by pupils of minority ethnic origin between Key Stage 3 and Key Stage 4 in British secondary schools. The data used in this paper were collected as part of a PhD study by Haque (1999). The paper discusses findings from multilevel modelling analyses carried out on 12 of the 20 schools in the research study. In particular, it reveals that whilst differences exist in the performances and the progress of pupils of minority ethnic background in their Key Stage 3 and Key Stage 4 examinations, these differences become substantially reduced when background factors (other than ethnic origin) are taken into account. The paper concludes that in order to identify accurately and reduce the nature of disadvantages for pupils from particular minority ethnic groups, policy-makers, schools and teachers need to differentiate these groups beyond their national origin.
Oxford Review of Education © 2001 Taylor & Francis, Ltd.