ABSTRACT
Pathak examined the evidence of ‘what works’ in raising the achievement of pupils from different ethnic groups and noted that research suggests that ‘a good school, with strong leadership and tracking systems will benefit all pupils, regardless of ethnic origin’ (2000: 5). However, as noted by OFSTED (1999a), few schools were using ethnic monitoring to track attainment and raise standards. It was also noted that targeted approaches under the National Numeracy and Literacy Projects had shown progress among pupils from all ethnic groups – interestingly, though, there were no significant differences in progress between ethnic groups. Indeed, in the case of the National Literacy Project, the greatest progress was made by pupils with very little experience of English (see Pathak 2000).
