The aim of this article is to explore the attainment of Eastern European children in primary schools in England. The research draws on detailed National Pupil Database and school census data for 586,181 pupils who completed Key Stage 2 in England in 2016. Two methodological approaches were used to analyse the data. First, the performance of all pupils was analysed by ethnic and language background to illustrate patterns of attainment for each group. Second, attainment data were further analysed by social background factors to explore the main factors influencing performance in schools and the reasons for underachievement. The main findings from the study confirm that a number of Eastern European pupils have low attainment, and their performance in English schools has been masked by government statistics that fail to distinguish between 'White Other' ethnic groups. The empirical data suggest that speakers of Czech, Slovak, Hungarian, Polish, Romanian, Latvian, Lithuanian and Bulgarian are particularly underachieving, and that the difference between their educational performance and others is larger than for any other main groups. There is also a wide variation in performance between regions in England, with large attainment gaps between Eastern European and White British children. Some of the main reasons for underachievement identified from the study are the lack of fluency in English, economic deprivation, a disrupted or non-existent prior education and parental lack of understanding of the British education system. Overall, this research confirms that the underachievement of Eastern European children remains a cause for concern and is obviously an issue that policymakers and schools need to address. Implications for policy and practice are discussed in the final section.

中文翻译：

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英国小学东欧学生的教育程度：对政策和实践的影响

本文旨在探讨东欧儿童在英格兰小学的学习成绩。该研究利用了 2016 年在英格兰完成关键阶段 2 的 586,181 名学生的详细国家学生数据库和学校人口普查数据。使用两种方法来分析数据。首先，根据种族和语言背景分析所有学生的表现，以说明每个组的成绩模式。其次，通过社会背景因素进一步分析成绩数据，探讨影响学校成绩的主要因素和成绩不佳的原因。该研究的主要发现证实，一些东欧学生的学习成绩较低，他们在英语学校的表现被政府统计数据所掩盖，无法区分“ 白人其他族群。实证数据表明，讲捷克语、斯洛伐克语、匈牙利语、波兰语、罗马尼亚语、拉脱维亚语、立陶宛语和保加利亚语的人的学习成绩特别差，他们的教育成绩与其他人之间的差异比其他任何主要群体都要大。英格兰地区之间的表现也存在很大差异，东欧和英国白人儿童之间的成绩差距很大。该研究确定的成绩不佳的一些主要原因是英语缺乏流利度、经济贫困、先前教育中断或不存在以及父母对英国教育体系缺乏了解。全面的，这项研究证实，东欧儿童成绩不佳仍然是一个令人担忧的问题，显然是决策者和学校需要解决的问题。最后一节讨论了对政策和实践的影响。