CHILDREN from ethnic minorities are making better progress at school than white pupils in virtually every part of the country, according to research yesterday.

Chinese, Pakistani, Indian, Bangladeshi and black African pupils are improving more quickly between the ages of 11 and 16.

Researchers believe the trend can be explained by contrasting attitudes to education.

The study found that Asian families in particular emphasise to their children the importance of gaining a good education for getting on in life.

Some white parents may not have the same high aspirations for their children's success.

For the latest study, Bristol University researchers com-pared pupils' results in national tests for 11-year-olds and their GCSE results five years later. They then analysed if white pupils were improving faster or slower than other groups. Researchers found the progress of Chinese and Pakistani pupils was higher than white pupils in all of England's local authorities.

For Indian pupils, it was higher in 99 per cent of areas.

The figure for black African children was 98 per cent while Bangladeshi pupils fared better in 97 per cent of areas.

The only group for whom progress was less marked was black Caribbean children. They did better than white youngsters in only 49 per cent of authorities while the figure for pupils from 'other black' backgrounds was 55 per cent.

The researchers, led by Dr Deborah Wilson, did not believe the figures could be explained entirely by minority groups 'catching up'. In fact, Indian and Chinese pupils began with better results aged seven and then pulled even further ahead.

Other groups, including Bangladeshi, Pakistani and black African youngsters, started their school careers behind whites but had significantly narrowed the gap by the time they took their GCSEs.

Latest official figures show how 57.2 per cent of white pupils achieve five good GCSEs - a yardstick of secondary school achievement.

That compares with 79.3 per cent of Chinese children and 71.4 per cent of Indian. Bangladeshi pupils are on 56.2 per cent, Pakistani pupils 50.9, black African 50.3 per cent and black Caribbean 44.4 per cent.

Opposition politicians have suggested a lack of funding for raising the attainment of white pupils as a possible reason for their slower progress.

However, the Bristol University study points to aspirations and values instilled by families and wider communities.

Since the differences are virtually uniform across the country, the researchers believe the reasons are likely to be unconnected with schools.

Dr Wilson's research cites previous studies pointing to high aspirations among immigrant communities, who 'almost by definition' are 'keen to get on in life'.