Essay To What Extent Do Educational Results Vary According To Ethnic

To what extent do educational outcomes vary according to ethnicity?

Education is one of the major achievements a person can have with the hope of having a bright future. However, due to ethnicity not every pupil is given the same opportunity. Statistics produced by the Department of Education shows that members of ethnic minorities are the least likely to reach a proper level of education throughout their lives. Ethnic minority is defined as “a group within a community which has different national or cultural traditions from the main population” (Oxford Dictionary). History has proven that members of ethnic minority groups have had a disadvantage in terms of education when being compared to the members of the white British groups. The first

However, the involvement and the type of nursery supplier differentiates within each ethnicity group. 99 of children attending nursery where of white parents and 88 percent of children of ethnic minority. Playgroups and pre-schools were more likely to be used by children of white parents, and children of back parents went to nursery. Parental participation during nursery helps motivate the child with learning, but within the ethnic minority groups that depends on the employment. 15 percent of the black parents are involved since the beginning of the child’s education compared to the 5 percent of Asian parents. Research shows that in order for the child to reach the highest level of education achievement both the teacher and the family to equally be involved. Therefore, it is important for the teachers and members of the child’s family to develop a good relationship so all of the children in that family can end up with the best educational outcome. The foundation curriculum was developed for children between the ages of 3 to 6 with the hope that it will “provide opportunities for children to develop both their home language and English language in their play and learning” (education and skills, 2003). Nevertheless, the age limit was increased so it will also include children of 5 to 11 by the Primary Strategy, which includes literacy and numeric strategies. Literacy Strategy was more beneficial to bilingual pupils. In 2002, Sammons published a paper titled measuring the impact of pre-school on children’s cognitive progress over the pre-school period. In this paper he explained that out of 3000 children in pre-school, children from some ethnic minority groups which included Black Caribbean and Black African and children learning English as a second language progressed more than White UK children and children whose first language