Can the English Baccalaureate Act as an Educational Equaliser?

Autor/inn/en	Armitage, Emma; Lau, Caroline
Titel	Can the English Baccalaureate Act as an Educational Equaliser?
Quelle	In: Assessment in Education: Principles, Policy & Practice, 27 (2020) 1, S.109-135 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Armitage, Emma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2019.1661222
Schlagwörter	Foreign Countries; Advanced Placement Programs; Secondary School Students; Access to Education; Social Justice; Lunch Programs; Equal Education; Achievement Gap; Academic Achievement; Grades (Scholastic); Economically Disadvantaged; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Education; Access; Bildung; Zugang; Bildungszugang; Soziale Gerechtigkeit; Mittagessen; Schulleistung; Notenspiegel
Abstract	Ensuring equal access to a broad and balanced curriculum for all students is a key component of a socially just education system. Yet in England, the freedom that 16-year-old students have to choose the GCSE subjects they study has created divisions in the pathways taken by students from different backgrounds. In 2010, a new accountability measure, the English Baccalaureate (EBacc), was introduced to encourage more disadvantaged students to study the 'core academic' GCSE subjects. This paper investigates the success of this initiative by analysing the relationship between free school meal (FSM) eligibility, studying the EBacc subjects and GCSE attainment. The findings are used to illustrate the complexities of balancing equal access to academic subjects against fair access to future opportunities, which often depend on good grades, when trying to deliver social justice in an education system that has an entrenched attainment gap. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01