ABSTRACT
In previous chapters, we described how progress in reading and writing, and in maths, was related to ethnic group and sex (Chapter 6), home variables (Chapter 7), and school variables (Chapter 8). In this chapter, we bring these results together in order to try to answer two questions. First, we wanted to find out which home and school variables were related to progress over the whole infant school period, when we considered the variables from each group, and from both groups, in combination, rather than considering each variable on its own, as we previously had done. Second, we wanted to see whether the fact that children in our four different ethnic group sex groups made different rates of progress could be accounted for by the home and school variables related to progress.
