Deprivation in Education. Final Report

Autor/inn/en	Cook, Rose; Rutt, Simon; Sims, David
Institution	National Foundation for Educational Research (NFER) (England)
Titel	Deprivation in Education. Final Report
Quelle	(2014), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9100-0829-4
Schlagwörter	Foreign Countries; Educationally Disadvantaged; Economically Disadvantaged; Disadvantaged Youth; Disadvantaged Environment; Lunch Programs; Statistical Data; Student Characteristics; Academic Achievement; Educational Attainment; National Curriculum; Ethnicity; Special Education; Student Needs; Elementary Secondary Education; Governance; Eligibility; Ethnic Diversity; Racial Differences; Disproportionate Representation; Student Mobility; Attendance Patterns; Achievement Gap; Gender Differences; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Benachteiligter Jugendlicher; Mittagessen; Schulleistung; Bildungsabschluss; Bildungsgut; Ethnizität; Special needs education; Sonderpädagogik; Sonderschulwesen; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Eignung; Rassenunterschied; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Geschlechterkonflikt
Abstract	The interaction between deprivation and education is a critical relationship with profound implications for a country's economic prosperity and the social mobility of its citizens. This is highlighted by the Welsh Government which states that: "A good education is critical to better life chances and a commitment to achieving this has been an important part of the culture of modern Wales since devolution." Because of this the Welsh Government commissioned the National Foundation for Educational Research (NFER) to carry out a research study to replicate research undertaken for a report on deprivation and education published by the Department for Children, Schools and Families (2009). The study aims to provide an analysis which replicates the data tables presented in the DCSF report with data relevant to Wales and additional tables and charts specific to the Welsh context. Further analysis looked at the progression between Key Stage 2 and Key Stage 4 and provided a descriptive commentary identifying the content of the tables and the differences contained within them. Key Findings from the report reveal: (1) Pupils eligible for FSM are more likely to be absent from school than non-FSM pupils. In secondary schools the absence rate of FSM pupils is around double that of non-FSM pupils between Years 8 and 11; (2) Pupils eligible for FSM have, on average, lower attainment than other pupils throughout their progression in the education system in Wales. The gap in attainment identified at Foundation Phase remains at the end of Key Stage 2 and the gap widens further in secondary education; and (3) The attainment gap at GCSE has decreased over time but the attainment of FSM pupils at GCSE remains comparatively low. (As Provided).
Anmerkungen	National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01