Abstract
This chapter explores socioeconomic inequality in educational outcomes in England. We begin by describing the key features of the English education system and highlight the characteristics of the student population. We explore the educational outcomes of socioeconomically disadvantaged young people through comparison of a number of different outcomes during educational careers. We analyze policies introduced or mooted in recent years to consider the extent to which they are likely to address these challenges successfully. These include the introduction of “academy” schools, reforms to the school curriculum, changes to education funding, the potential (re-)growth of academically selective schooling, increased investment in early years education, and an increased focused on gathering and disseminating robust evidence on “what works” in educational attainment. Many of these changes seem unlikely to hold many lessons for other countries wishing to reduce attainment gaps. However, there are notable exceptions, particularly regarding early years’ education and improving the evidence base on what practical changes schools can make to promote attainment among those from disadvantaged backgrounds.
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Notes
- 1.
In 2015 the DfE made an exception for deferring primary schooling in cases where the child was deemed not ready to start school, for example summer-born children (born between 1st April–31st August).
- 2.
Children are eligible for free school meals if their parents are in receipt of income support, jobseekers allowance, child tax credit, or universal credit or if their annual gross income is no more than £16,190 and they are not entitled to Working Tax Credits.
- 3.
Ethnicity is collected for all pupils and records the ethnicity as stated by the parent/guardian or pupil.
- 4.
Data of family structure is based on the UK as a whole rather than England specifically.
- 5.
Civil partnerships were introduced in the UK in 2005; marriages to same sex couples were introduced in England and Wales in 2014.
- 6.
GCSEs are in category ISCED 3B & C, however GCSEs, the qualification taken at age 16 in England, do not easily fit into ISCED.
- 7.
There are similar results if we use math or science scores, instead of reading.
- 8.
The Ebacc subjects were identified by the government as important for future academic study. The “Ebacc” is a school performance measure introduced in 2010, comprising of five core subjects where students achieve a C grade or above in either: English, Mathematics, History or Geography, two sciences and a Modern or Ancient Language.
- 9.
Key stage 1–3 national curriculum subjects from September 2014: Maths, English, science, history, geography, art and design, physical education, music, languages (key stage 2 and key stage 3), computing, design and technology, citizenship education (key stage 3). At key stage 4 the subjects include: Maths, English, science, physical education, computing and citizenship education (Roberts, 2018).
- 10.
The EEF is an independent charity governed by The Sutton Trust and the Impetus-Private Equity Foundation.
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Anders, J., Henderson, M. (2019). Socioeconomic Inequality and Student Outcomes in English Schools. In: Volante, L., Schnepf, S., Jerrim, J., Klinger, D. (eds) Socioeconomic Inequality and Student Outcomes. Education Policy & Social Inequality, vol 4. Springer, Singapore. https://doi.org/10.1007/978-981-13-9863-6_3
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