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Abstract
The National Numeracy Project started in 1997 with pupils in selected schools in a number of LEAs. Pupils have been given customized tests in written mathematics and mental arithmetic at three points in a two-year cycle, and progress in numeracy has been assessed using age-standardized scores. Three cohorts of schools have taken part in the project, and results have been collected for a total of 87,300 pupils in 768 schools in 15 LEAs at up to three timepoints. Schools and LEAs have received detailed feedback on their results relative to others at all stages of the project. Multilevel analysis of test scores relative to a range of background variables has given a number of insights into factors which are related to performance in numeracy in primary schools, as well as associations with progress over time. Some insights into possible class size relationships have also been detected. This paper summarizes briefly some of these findings.