Thank you so much for helping us with our work!
FIVE ASPECTS OF A SUCCESSFUL TRANSITION
Predictors
B Exp(B) B Exp(B) B Exp(B) B Exp(B) B Exp(B)
Low -0.73 0.48* -0.98 0.38** Medium -0.57 0.56* -0.17 0.85 Presence of older sibling (s)
Yes 0.77 2.16*** Yes 0.42 1.52* 1-2 siblings 0.72 2.04** 3 siblings or more 0.68 1.97 0.53 1.69** Yes 0.41 1.50* Yes 0.49 1.63** 0.84 2.32*** 0.47 1.60** 0.6 1.81** 0.58 1.78** 0.66 1.93** 1.06 2.88*** Most of them 0.84 2.32*** 0.37 1.44* 0.36 1.43* Yes -0.71 0.49** Yes -1.23 0.29*** Yes -1.2 0.30*** Yes -0.62 0.54** -1.41 0.24*** -0.55 0.58* Constant -0.8 0.45** 0.19 1.21 -0.99 0.37*** -2.31 0.10*** -3.41 0.03*** N of observations 475 434 485 417 448 -2 Log likelihood 632.8 457.63 643.19 531.29 574.64
Chi square of model 24.93*** 143.69*** 16.24*** 43.85*** 45.53***
Nagelkerle R Square 0.07 0.38 0.04 0.13 0.13
* significant at level p0.05 **significant at level p0.01 ***significant at level p0.001
Developing new friendships and boosting
self-esteem & confidence
Settling in school life so well that parents
have no concerns
Showing growing interest in school and
work
Finding very easy getting used to new
routines
Experiencing curriculum continuity
Socio-economic status of family ('High' as reference category)
Having an older sibling at same school
Number of siblings ('Only child' as reference group)
Child health status ('No health problems' as reference category)
Child has at least one health problem Child looked forward to going to secondary school
Secondary school gave a lot of help for child to settle in
Extent to which child finds work on six subjects interesting
Friends from primary school who also moved to same secondary school ('none or only a couple' as reference category)
Friendliness of children in child's class
Friendliness of older children at child's school
Parent is worrying about child adjusting to having new teachers Parent is worrying about child's safety
Parent is worrying about child making new friends
Problems with bullying ('no' as reference category)
Table A10.4: Models for significant correlates to successful transitions – Logistic regressions
Table A10.5: Models for significant correlates to successful transitions – Linear regressions
Significant Correlates to Successful Transitions
Predictors
B Exp(B) B Exp(B) B Exp(B) B Exp(B) B Exp(B) B Exp(B)
Low 0.61 1.84* 0.49 1.63 Medium 0.26 1.3 0.62 1.85** Presence of older sibling (s)
Yes 0.54 1.72** -0.97 0.38*** -0.62 0.54** White 1.64 5.18*** 0.56 1.74* 0.55 1.74* 0.41 1.51* 0.54 1.71** Constant -0.51 0.60** -0.89 0.41*** -1.42 0.24*** -1.18 0.31*** -0.91 0.40*** -1.07 0.34*** N of observations 541 538 439 478 482 436 -2 Log likelihood 725.87 669.31 456.67 548.69 536.18 512.01
Chi square of model 21.24*** 54.69*** 4.48* 32.90*** 7.01** 4.89*
Nagelkerle R Square 0.05 0.13 0.02 0.1 0.02 0.02
* significant at level p0.05 **significant at level p0.01 ***significant at level p0.001
Child looked forward to going to secondary school Most of friends moved on to the same school Parent is worrying about child adjusting to different teachers Parent is worrying about child's safety Parent is worrying about child making new friends Problems with bullying
Socio-economic status of family ('High' as reference category)
Sibling(s) at same school ('No' as reference category)
Child has sibling(s) at same school Ethnicity ('Non white' as reference category)
SEN status ('No' as reference category)
Child has Special Educational Needs Child health status ('No health problems' as reference category)
Child has at least one health problem Predictors B Beta B Beta Ethnicity White -0.17* -0.15*** 0.09*** 0.15 Constant 2.17*** 1.92*** F (1,523)=12.06*** F (1,531)= 12.29*** R 0.15 0.15 Adjusted R Square 0.02 0.02
Extent to which child finds work on six subjects
interesting
Friendliness of children in child's class
Home Learning Environment (HLE) Index
Glossary of terms
Child background factors Child background characteristics such as age, gender, or ethnicity. Compositional effects The impact of peer group measures on a child’s individual outcomes. For example, when the characteristics of children in a centre (measured as a centre level aggregated variable) show a significant relationship with outcomes at the individual child level, after controlling for the same variable at the individual level. For further details see Harker (2001).
Confidence intervals at the 95% level A range of values which can be expected to include the ‘true’ value in 95 out of 100 samples (i.e. if the calculation was repeated using 100 random samples).
Controlling for Several variables may influence an outcome and these variables may themselves be associated. Multilevel statistical analyses can calculate the influence of one variable upon an outcome having allowed for the effects of other variables. When this is done the net effect of a variable upon an outcome controlling for other variables can be established. Correlation A correlation is a measure of statistical association that ranges form + 1 to -1.
Family factors Examples of family factors are mother’s qualifications, father’s employment and family SES.
Factor scores Factor scores for each child were calculated by averaging the ratings given by the teacher / pre-school centre worker for the questions that form each factor.
Hierarchical nature of the data Data that clusters into pre-defined sub-groups or levels within a system (e.g. young children, pre-school centres, LEAs).
Home learning environment factors Measures derived from reports from parents (at interview) about what children do at home, for example, playing with numbers and letters, singing songs and nursery rhymes.
Multiple DisadvantageBased on three child variables, six parent variables, and one related to the home learning environment, which were considered ‘risk’ indicators when looked at in isolation. A child’s ‘multiple disadvantage’ was calculated by summing the number of indicators the child was ‘at risk’ on.
Multiple regression A method of predicting outcome scores on the basis of the statistical relationship between observed outcome scores and one or more predictor variables.
Sampling profile / procedures The EPPE sample was constructed by:
Five regions (six LEAs) randomly selected around the country, but being representative of urban, rural, inner city areas.
Pre-schools from each of the 6 types of target provision (nursery classes, nursery schools, local authority day nurseries, private day nurseries, playgroups and integrated centres) randomly selected across the region.
Significance level Criteria for judging whether differences in scores between groups of children or centres might have arisen by chance. The most common criteria is the 95% level (p<0.05) which can be expected to include the ‘true’ value in 95 out of 100 samples (i.e. the probability being one in twenty that a difference might have arisen by chance).
Social/behavioural development A child’s ability to ‘socialise’ with other adults and children and their general behaviour to others.
Socio Economic Status (SES) Occupational information was collected by means of a parental interview when children were recruited to the study. The Office of Population Census and Surveys OPCS (1995) Classification of Occupations was used to classify mothers and fathers current employment into one of 8 groups: professional non-manual, intermediate non-manual, skilled non-manual, skilled manual, semi-skilled manual, unskilled manual, never worked and no response. Family SES was obtained by assigning the SES classification based on the parent with the highest occupational status.
Standard deviation (sd)A measure of the spread around the mean in a distribution of numerical scores. In a normal distribution, 68 percent of cases fall within one standard deviation of the mean and 95 percent of cases fall within two standard deviations.
Copies of this publication can be obtained from: DfES Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 ODJ Tel 0845 6022260 Fax 0845 6033360 Email dfes@prolog.uk.com Please quote ref: DCSF-RR019 ISBN: 978 1 84775 085 3
© Institute of Education, University of London 2008
www.dcsf.gov.uk/research
Published by the Department for Children, Schools and Families