The schools inspectorate said that the Excellence in Cities programme was starting to have a positive impact on educational attainment in primary schools. (In September 2000 the government expanded the programme into primary schools in order to improve educational achievement and promote social inclusion in disadvantaged areas.)
Source: Excellence in Cities: The Primary Extension - Real stories, HMI 2394, Office for Standards in Education (07002 637833)
Links: Report (pdf) | OFSTED press release
Date: 2004-Dec
A report described the different experiences of social groups in six key areas: education, work, income, living standards, health, and participation. Household income and educational attainment had improved overall, but the gaps remained large. Employment rates for most key groups that had been disadvantaged in the labour market had improved recently, and at a greater rate than for the population overall. Nevertheless, a significant minority of people were affected by a lack of material resources, and the inequality in the health of the population had widened over the previous few decades.
Source: Penny Babb, Jean Martin and Paul Haezewindt (eds.), Focus on Social Inequalities, Office for National Statistics, TSO (0870 600 5522)
Links: Report (pdf) | Summary (pdf) | ONS press release (pdf) | Guardian report
Date: 2004-Dec
A series of studies explored the relationship between the housing market and fundamental inequalities of incomes, lifestyles and life chances. Children from poorer families were being priced out of the best schools by wealthier parents, who were willing to spend up to a 30 per cent premium on houses in their catchment areas.
Source: Paul Cheshire and Steven Sheppard (eds.), 'The Price of Access to Better Neighbourhoods', Economic Journal, November 2004, Royal Economic Society (0117 983 9770)
Links: RES press release | Guardian report
Date: 2004-Dec
A survey sought to establish the extra costs asked of parents by state schools - including school uniform, sports kit, class materials, contributions to school fund, charity events, school trips, school photos, school meals and transport. In 2003, total annual costs were 736.22 per child ( 563.15 for primary schools, 948.11 for secondary schools). The largest individual area of cost was meals during school time.
Source: Tim Brunwin, Sam Clemens, Gemma Deakin and Ed Mortimer, The Cost of Schooling, Research Report 588, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf) | Citizens Advice press release | CPAG press release
Date: 2004-Nov
Researchers evaluated the 'Playing for Success' initiative. Pupils who attended the schemes and took their national curriculum assessments in 2002 made around one month s less progress at key stage 2 (age 11) than pupils who did not attend, in terms of their average score; but made two months greater progress at key stage 3 (age 14). (The Playing for Success initiative aims to contribute to raising educational standards, especially in urban areas, by setting up study support centres in professional football clubs and other sports venues.)
Source: Caroline Sharp, Ian Schagen and Emma Scott, Playing For Success: The Longer Term Impact - A multilevel analysis, Research Report 593, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-Nov
Researchers found that the vulnerable children grant was seen by the vast majority of interviewees to be a positive step, allowing greater flexibility to take into account local circumstances, needs and priorities. (The grant, introduced in April 2003, amalgamated and built on existing standards fund grants for individual groups of vulnerable children - for example, looked-after children, children unable to attend school because of their medical needs, Gypsy/Traveller children, asylum seekers, young carers, school refusers, teenage parents, and young offenders.)
Source: Sally Kendall, Annie Johnson, Caroline Gulliver, Kerry Martin and Kay Kinder, Evaluation of the Vulnerable Children Grant, Research Report 592, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Appendix (pdf) | Brief (pdf)
Date: 2004-Nov
Researchers provided a positive evaluation of a project, initiated in 2002 in primary and secondary schools in England, aimed at raising the achievement of minority ethnic students.
Source: Mark Cunningham, Joana Lopes and Peter Rudd, Evaluation of Excellence in Cities / Ethnic Minority Achievement Grant (EIC/EMAG) Pilot Project, Research Report 583, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-Oct
A paper discussed a variety of approaches to examining the extent to which differences in educational performance were caused by income itself rather than parental ability. It was found that even relatively small estimated income effects could lead to large amounts of educational inequality.
Source: Jo Blanden and Paul Gregg, Family Income and Educational Attainment: A review of approaches and evidence for Britain, Discussion Paper 41, Centre for the Economics of Education/London School of Economics (020 7955 7285)
Links: Paper (pdf)
Date: 2004-Oct
A paper examined whether parental education had a causal effect on the educational choice of children. Each extra year of education in the parental generation was found to increase the probability of staying on after post-compulsory education by 3-4 percentage points.
Source: Arnaud Chevalier, Parental Education and Child s Education: A natural experiment, Discussion Paper 40, Centre for the Economics of Education/London School of Economics (020 7955 7285)
Links: Paper (pdf)
Date: 2004-Oct
A new book presented findings from the first national longitudinal study of Gypsy Traveller students in secondary schools, which tracked the progress and experiences of 44 students during their first three years at secondary school. The study confirmed that Traveller students continued to underachieve, were disproportionately excluded, and were likely to encounter racism at school.
Source: Chris Derrington and Sally Kendall, Gypsy Traveller Students in Secondary Schools: Culture, identity and achievement, Trentham Books (01782 745567)
Links: Summary
Date: 2004-Sep
A report highlighted the underperformance of black boys in London schools, and the relative shortage of black teachers. In 2003, just 2.9 per cent of teachers in London schools were black: but the proportion of pupils who were black was 19.6 per cent.
Source: The Educational Experiences and Achievements of Black Boys in London Schools2000 2003, London Development Agency (020 7954 4500)
Links: Report (links) | LDA press release | Guardian report
Date: 2004-Sep
Means-tested education maintenance allowance payments of between 10 and 30 a week became available to all eligible Year 11 students in England from September 2004.
Source: Press release 19 April 2004, Department for Education and Skills (0870 000 2288)
Links: DfES press release | DfES information | Guardian report
Date: 2004-Sep
Researchers examined the barriers to participation and learning experienced by pupils, and the practices that could help to overcome such barriers. They found strong evidence that attempts to foster inclusive practices were associated with significant improvements in terms of the presence, participation and achievement of pupils.
Source: Mel Ainscow, Tony Booth and Alan Dyson, Understanding and Developing Inclusive Practices in Schools, Economic and Social Research Council (01793 413000)
Links: Report (pdf)
Date: 2004-Sep
An article examined secondary school admissions criteria in England. In a significant minority of schools, notably those responsible for their own admissions (such as voluntary-aided and foundation schools) a variety of criteria were used which appeared to be designed to select certain groups of pupils and so exclude others.
Source: Anne West, Audrey Hind and Hazel Pennell, 'School admissions and selection in comprehensive schools: policy and practice', Oxford Review of Education, Volume 30 Number 3
Links: Abstract
Date: 2004-Sep
A report said that 3,000 well qualified young people attending state schools and sixth form colleges were not among those admitted to the dozen or so leading universities each year, despite achieving grades as good as or better than the entry requirements to courses in those universities: their places were taken by 3,000 pupils from private schools.
Source: The Missing 3000: State school students under-represented at leading universities, Sutton Trust (020 8788 3223)
Links: Report (pdf) | NATFHE press release
Date: 2004-Aug
Researchers examined the impact of grammar (selective) schools on educational performance, and whether they offered opportunities for bright children from disadvantaged backgrounds. It was found that, on average, there was little difference in achievement between pupils in local education authorities that still had selection and similar pupils in comparable non-selective LEAs. Grammar school pupils outperformed comparable children in non-selective LEAs: but non-grammar school pupils underperformed compared to their counterparts in non-selective LEAs. Selection did work in favour of bright pupils from poor backgrounds: but only a small minority actually made it into grammar schools.
Source: Adele Atkinson and Paul Gregg, 'Selective education: who benefits from grammar schools?', Bulletin, Issue 11 Autumn 2004, Centre for Market and Public Organisation/University of Bristol (0117 954 6943)
Links: Provisional Paper (pdf) | CMPO press release (Word file) | Guardian report
Date: 2004-Aug
A report examined the influences on participation in higher education of minority ethnic students, and their achievements and transitions to the labour market. Minority ethnic people were more likely to take HE qualifications than white people: but the minority ethnic population did not participate in HE in a uniform way. Though their HE initial participation rates were higher, all minority ethnic groups did not do as well in degree performance as white students on average. They also did less well in the labour market, initially at least, than white graduates.
Source: Helen Connor, Claire Tyers, Tariq Modood and Jim Hillage, Why the Difference?: A closer look at higher education minority ethnic students and graduates, Research Report 552, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-Jun
An article examined the degree to which education action zones had delivered on their objectives, and highlighted the lessons that could be learnt from their operation so far.
Source: David Halpin, Marny Dickson, Sally Power, Geoff Whitty and Sharon Gewirtz, 'Area-based approaches to educational regeneration', Policy Studies, Volume 25 Number 2
Links: Abstract
Date: 2004-Jun
A summary report highlighted a selection of findings from the evaluation to date of the Sure Start local programmes, including preliminary findings from a study looking at its impact on outcomes for children and parents. A second report described changes in Sure Start local programme communities since 2000-01.
Source: Towards Understanding Sure Start Local Programmes: Findings to date, Department for Education and Skills (0845 602 2260) | Characteristics of Sure Start Local Programme Areas: 2001/2, National Evaluation Report 5, Department for Education and Skills
Links: Towards Understanding report (pdf) | Characteristics report (pdf) | Characteristics summary (pdf) | DfES press release
Date: 2004-Jun
A report said that the attainment of mixed-heritage (white/black Caribbean) pupils was below average; the attainment of white/black African pupils was similar to the average in primary schools, and slightly below average in secondary schools; and the attainment of white/Asian pupils was above average. Pupils of mixed heritage were more likely than the average for all students to come from socially disadvantaged backgrounds; more likely to experience forms of institutionalised racism in the form of low teacher expectations; and more likely to be excluded from school.
Source: Leon Tikly, Chamion Caballero, Jo Haynes and John Hill, Understanding the Educational Needs of Mixed Heritage Pupils, Research Report 549, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-Jun
An article said that education had not been the powerful equalising force that it might otherwise have been. Children from poor backgrounds increasingly got left behind in school in the 1970s and 1980s, were less likely to go on to university, and subsequently did less well in the labour market.
Source: Stephen Machin, 'Educational inequality: the widening socio-economic gap', Fiscal Studies, Volume 25 Number 2, Institute for Fiscal Studies (020 7291 4800)
Links: IFS press release (pdf)
Date: 2004-Jun
A report described some of the barriers experienced by disabled people in getting involved in their children's education.
Source: Jenny Morris, Disabled Parents and Schools: Barriers to parental involvement in children's education, York Publishing Services for Joseph Rowntree Foundation, available from York Publishing Services Ltd (01904 430033)
Links: Report (pdf)
Date: 2004-Jun
A literature review examined theory and evidence relating to the inter-generational transmission of educational success. Parental education and income were found to be the most important factors; occupational status and family size were also important.
Source: Leon Feinstein, Kathryn Duckworth and Ricardo Sabates, A Model of the Inter-generational Effects of Parental Education, Research Report RCB01, Department for Education and Skills (0845 602 2260)
Links: Brief (pdf)
Date: 2004-May
A schools inspectorate report explored the educational experience of Bangladeshi pupils. It was found that pupils of Bangladeshi heritage were making more progress than some other ethnic minority groups between Key Stage 3 (at age 14) and GCSE (at age 16).
Source: Achievement of Bangladeshi Heritage Pupils, HMI 513, Office for Standards in Education (07002 637833)
Links: Report (pdf) | OFSTED press release | Independent report | Guardian report
Date: 2004-May
A research report said that the Pupil Learning Credits pilot scheme was popular with headteachers. The scheme was seen as an opportunity for schools to meet the perceived needs of disadvantaged pupils. The freedom given to schools to spend the funds as they saw fit was appreciated by virtually all respondents. (The pilot scheme ran for two years from September 2001. It provided extra funding to secondary schools with high levels of known free school meals eligibility located in disadvantaged areas of England, to enable them to provide additional learning opportunities to their pupils.)
Source: Annette Braun and Anne West, Evaluation of the Pupil Learning Credits Pilot: Scheme Interviews with Headteachers and Case Studies of Schools, Research Report 543, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-May
A report reviewed existing evidence on the impact of overcrowded housing on people's health and education.
Source: Tim Brown, Rob Baggott, Ros Hunt and Kathryn Jones, The Impact of Overcrowding on Health & Education: Review of the evidence and literature, Office of the Deputy Prime Minister (0870 1226 236)
Links: Report (pdf) | Summary (pdf) | Shelter press release
Date: 2004-May
A research report focused on the local implementation and administration of education maintenance allowance pilots, with a particular emphasis on identifying exemplars of good practice which had been developed by local education authorities, schools and colleges.
Source: Sue Maguire and Malcolm Maguire, Implementation of the Education Maintenance Allowance Pilots: The fourth year, Research Report 540, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-May
The government announced that, following successful pilots, means-tested education maintenance allowance payments of between 10 and 30 a week would be available to all eligible Year 11 students in England from September 2004.
Source: Press release 19 April 2004, Department for Education and Skills (0870 000 2288)
Links: DfES press release | Guardian report
Date: 2004-Apr
An official review group said that, although it was not the task of the higher education admissions process to compensate for educational or social disadvantage, identifying latent talent and potential (which might not fully be demonstrated by examination results) was a legitimate aim for universities and colleges which sought to recruit the best possible students regardless of background. This could be achieved by an assessment which took into account all relevant factors, including the context of applicants achievements, backgrounds and relevant skills.
Source: Fair Admissions to Higher Education: Draft recommendations for consultation, Admissions to Higher Education Steering Group, available from Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | SHA press release | ISCis press release | Guardian report
Date: 2004-Apr
The government published a consultation document on its proposals for changes to the law on school transport. A small number of local education authorities would be given freedom to trial new approaches, developing schemes tailored to their locality and addressing local needs. Pilot authorities would be allowed to charge fares for those in receipt of school transport, but only at a level which will not increase car use; fares would be reinvested in improved school travel; pupils entitled to free school meals would be entitled to receive free transport. The government said that it hoped the consultation would help it to develop an approach which addressed the serious social, environmental and health problems associated with the 'school run'.
Source: School Travel Schemes Draft Bill and Prospectus, Cm 6156, Department for Education and Skills, TSO (0870 600 5522)
Links: Consultation document | LGA press release
Date: 2004-Mar
Two reports by the schools inspectorate said that efforts to raise the achievements of minority ethnic pupils were most successful in schools that created an inclusive community.
Source: Managing the Ethnic Minority Achievement Grant: Good practice in primary schools, HMI 2072, Office for Standards in Education (07002 637833) | Managing the Ethnic Minority Achievement Grant - Good practice in secondary schools, HMI 2172, Office for Standards in Education
Links: Report 2072 (pdf) | Report 2172 (pdf) | OFSTED press release
Date: 2004-Mar
A paper said that there was a significant positive association between personal computer ownership by households and both the number of GCSEs obtained by children and the probability of their passing five or more GCSEs. (GCSE = General Certificate of Secondary Education)
Source: John Schmitt and Jonathan Wadsworth, Is There an Impact of Household Computer Ownership on Children's Educational Attainment in Britain?, DP625, Centre for Economic Performance/London School of Economics (020 7955 7673)
Links: Paper (pdf) | Abstract
Date: 2004-Mar
A report documented ethnic segregation in secondary schools in England in 2001. Levels of ethnic segregation in England s schools were high, with considerable variation both across local education authorities and across different minority ethnic groups. Ethnic segregation was only weakly related to income segregation.
Source: Deborah Wilson and Simon Burgess, Ethnic Segregation in England's Schools, CASEpaper 79, Centre for Analysis of Social Exclusion/London School of Economics (020 7955 6679)
Links: Paper (pdf)
Date: 2004-Feb
The third report was published of a longitudinal quantitative evaluation of education maintenance allowance pilots. The evidence suggested that the overall impact of the allowance had been to increase year 12 participation in full-time education by 4.3 percentage points, and year 13 participation by 6.2 percentage points.
Source: Sue Middleton et al., The Evaluation of Education Maintenance Allowance Pilots: Three years evidence - Quantitative evaluation, Research Report 499, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-Jan
A report said that disadvantaged contexts impacted on the organisation and processes of schools, and that these effects differed significantly from one area to another, in ways that were not reflected by the usual indicators of disadvantage. It argued that school improvement in disadvantaged areas would not be achieved by generic measures, but only by policies tailored to disadvantaged areas and sensitive to differences between these areas. It suggested ways in which school improvement policies could be contextualised in order to raise quality in the poorest areas.
Source: Ruth Lupton, Schools in Disadvantaged Areas: Recognising context and raising quality, CASEpaper 76, Centre for Analysis of Social Exclusion/London School of Economics (020 7955 6679)
Links: Paper (pdf)
Date: 2004-Jan
