Measuring Pupil Disadvantage: The Case for Change. Report of an Expert Roundtable to Discuss the Available Options. Discussion Note

Autor/inn/en	Sharp, Caroline; Julius, Jenna; Hillary, Jude
Institution	National Foundation for Educational Research (NFER) (United Kingdom)
Titel	Measuring Pupil Disadvantage: The Case for Change. Report of an Expert Roundtable to Discuss the Available Options. Discussion Note
Quelle	(2023), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-912596-77-5
Schlagwörter	Disadvantaged; Measurement Techniques; Achievement Gap; Educational Attainment; Pandemics; COVID-19; Outcomes of Education; Access to Education; School Closing; Specialists; Educational Policy; Educational Research; Family Income; Futures (of Society); Eligibility; Foreign Countries; Social Differences; Lunch Programs; Identification; Academic Achievement; Comparative Analysis; Policy Formation; Low Income Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Messtechnik; Bildungsabschluss; Bildungsgut; Lernleistung; Schulerfolg; Education; Access; Bildung; Zugang; Bildungszugang; School closings; Schule; Schließung; Schließung (von Schulen); Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Familieneinkommen; Future; Society; Zukunft; Eignung; Ausland; Sozialer Unterschied; Mittagessen; Identifikation; Identifizierung; Schulleistung; Politische Betätigung
Abstract	There is a large and long-standing gap in education outcomes between pupils from economically disadvantaged backgrounds and their peers in England (EEF, 2018; Hutchinson et al., 2020). Although there is some evidence of improvement since 2011, the gap has widened recently, largely as a result of school closures during the COVID-19 pandemic (Tuckett et al., 2022; Howard et al., 2021; Rose et al., 2021). The Government is committed to improving outcomes for disadvantaged pupils (HM Treasury, 2021). The disadvantaged pupils' attainment gap is a key metric to assess progress in narrowing the gaps between disadvantaged pupils and their peers. To discuss the implications and suggest the best ways forward, the National Foundation for Educational Research (NFER) convened a roundtable in summer 2022 of experts involved in policy and research on economic disadvantage and education. This followed on from prior research by NFER exploring these issues in detail. The roundtable discussion informed the development of three key policy recommendations: (1) The Government should explore the feasibility of establishing a household income-based measure of disadvantage for the future; (2) The Government should explore the feasibility of introducing a 'continuity measure' of disadvantage from 2024 onwards. This would be based on the underlying eligibility criteria for FSM, and remove the effect of the transitional arrangements; and (3) The Government should consider replacing the current rank-based disadvantaged pupils' attainment gap measure with a simpler metric based on average point scores. [For "Investigating the Changing Landscape of Pupil Disadvantage: Exploring the Implications of the Pandemic and the Roll-Out of Universal Credit on Measures of Pupil Disadvantage, the Attainment Gap and School Funding," see ED618981.] (ERIC).
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	2024/1/01