It is well known that performance, both cognitive and noncognitive, in primary school is very important for children's future outcomes. In this study we attempt to classify patterns of cognitive, social, emotional and personal development based on data from first-graders beginning their schooling. We use complex iPIPS (international Performance Indicators in Primary Schools) dataa large-scale assessment of first-year pupils, which includes math and reading tasks along with noncognitive assessmentgathered from 1202 children from the Republic of Tatarstan. We describe 5 clusters of first-year pupils and give background information about family and preschool experience which may influence performance in each cluster.
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