Preface
List of contents
List of tables
List of figures
Glossary of acronyms and key terms used in the book
INTRODUCTION
Chapter 1 – Global interest in narrowing the attainment gap
Chapter 2 – Why do we care about educational gaps?
KEY FINDINGS ON SCHOOL ATTENDANCE
Chapter 3 – Review of evidence on targeted funding to improve attendance and participation
Chapter 4 – Improving school attendance in other ways
Chapter 5 – The importance of attendance at school in India and Pakistan
KEY FINDINGS ON SCHOOL ATTAINMENT
Chapter 6 – Using targeted funding to improve attainment
Chapter 7 – Studies of improving attainment in other ways
ISSUES IN EVALUATING PUPIL PREMIUM POLICY
Chapter 8 – The Pupil Premium funding policy in England
Chapter 9 – Problems in assessing the impact of Pupil Premium policy
Chapter 10 - Evaluating Pupil Premium Policy through consideration of long-term disadvantage
KEY FINDINGS FOR PUPIL PREMIUM POLICY
Chapter 11 – Changes in socio-economic segregation between schools
Chapter 12 – Changes in the attainment gap
Chapter 13 – The character and geography of long-term disadvantage
Chapter 14 – Combining the results on Pupil Premium funding
CONCLUSION
Chapter 15 – What have we learnt and what are the next tasks?
References
Index
Stephen Gorard is Professor of Education and Public Policy at Durham University, UK.
Beng Huat See is Professor of Education Research at Durham University, UK.
Nadia Siddiqui is Associate Professor of Education at Durham University, UK.
Together they form the Directorial team for the Durham University Evidence Centre for Education (DECE).
"Growing up as a child on an inner-city Midlands’ council estate in
the 1970s and 80s, I was in receipt of free school meals. Little
did I realise then that over 40 years later, in one of the advanced
nations in the world, I would be reading a book about what can be
done to make schools better for disadvantaged students. This superb
work by Professors Gorard, See and Siddiqui builds on years of
their research in this field and clearly highlights the impact on
the education outcomes, especially at Key Stage 4, of children who
are raised in persistent poverty. The authors provide compelling
evidence for a less segregated approach to schooling and the
positive impact this would have on reducing the disadvantage gap.
For me, this is where policymakers’ efforts need to be focused as
opposed to criticising schools who serve wonderful but persistently
disadvantaged communities."- Darren Hankey, Principal of Hartlepool
College of Further Education, UK"This book is original and presents
innovative analyses of large-scale and longitudinal trajectories
from the National Pupil Data (NPD) in England. It also provides
evidence on the impact of funding in tackling educational
disadvantage. I agree with the editors that ‘overcoming
socioeconomic disadvantage in education has been an important
policy area in which international and local government have made
huge investments over the last two decades.’ However, there is
little evidence-based research to support funding policy that
policy makers and school improvement practitioner can use at
national and international level. In my view the book “Making
Schools Better for Disadvantaged Students” will fill the gap in the
field at present. […] I would argue that at present there is lack
of good books on tackling educational disadvantaged that are based
on strong empirical evidence which may be used by academics,
students, policy makers and practitioners in the area of
disadvantaged and school funding. Some of the available research in
the field are dispersed all over the literature…. Drawing on the
various policy initiatives, this book provides comprehensive
empirical evidence on education which I have not came across in the
field with my 27 years working in the education sector. This is
welcome news."- Feyisa Demie, Head of Research at Lambeth LA and
Honorary Professor, University of Durham, UK."For an association
like ours, whose mission is for Quebec to have a fair education
system by eliminating the school segregation caused by subsidized
private schools and selective public schools, this book is vital.
Many academics are reluctant to draw policy conclusions from their
research, but this is certainly not the case with Making Schools
Better for Disadvantaged Students. The authors’ recommendations are
clear and set out in jargon-free language. For those of us whose
job it is to convince the general public and elected
representatives of the importance of fairness in education, the
evidence contained in this book provides powerful arguments.
Hopefully, it will help us to finally put our education system (and
society as a whole) on the road to equity."- Stéphane Vigneault,
coordinator, École ensemble | ecoleensemble.com"As Chair of
Comprehensive Future I hear on a daily basis about the unfairness
which riddles our school system through academic selection and
poverty. The segregation created by the viciously competitive
11-plus test has little to do with ‘academic potential’ and
everything to do with whether a child’s family is affluent and
middle class or poor and working class. At Comprehensive Future we
are passionate admirers of the work of Gorard, Siddiqui and See.
They stand alone as researchers whose work consistently
demonstrates that every child, and indeed the whole of society,
benefits from an inclusive education. Their latest book is an
exciting and ambitious work examining polices worldwide for
reducing the poverty attainment gap for disadvantaged students. It
offers persuasive arguments not just for an inclusive education
system but for educational policies and appropriately targeted
funding for students who are persistently at risk of educational
disadvantage."- Nuala Burgess, Chair of education pressure group
Comprehensive Future, and Research Associate, School of Education,
Communication and Society King’s College London, UK"Education has
the power to free our children from the chains of ignorance and
poverty. This book by Gorard, Siddiqui, and See provides valuable
insights on how we can make school education more meaningful for
children, particularly those from socioeconomically disadvantaged
families. It is encouraging to see that the evidence presented in
this book includes studies conducted in Pakistan, India, and other
developing countries. This book serves as an important resource for
understanding that many educational challenges are widespread, and
the most effective way to address them is through high-quality,
evidence-based approaches. Additionally, the book presents
compelling evidence that demonstrates the positive impact of
funding schools in marginalized communities. As a school leader in
northern Pakistan, I have personally witnessed the significant
barrier posed by limited funds in adopting effective approaches,
particularly for girls who face numerous challenges in accessing
education. The main message of this book is relevant and applicable
to all school systems worldwide: schools need to be financially
resourceful and guided by evidence-based policies. There is no
greater priority for our world than investing in the best
educational opportunities for our children. The education of
children is perhaps the only means to ensure the survival of the
human race."- Ziauddin Yousafzai, Co-Founder and Board Member,
Malala Fund, as well as education activist and author of Let Her
Fly: A Father's Journey
"Growing up as a child on an inner-city Midlands’ council estate in
the 1970s and 80s, I was in receipt of free school meals. Little
did I realise then that over 40 years later, in one of the advanced
nations in the world, I would be reading a book about what can be
done to make schools better for disadvantaged students. This superb
work by Professors Gorard, See and Siddiqui builds on years of
their research in this field and clearly highlights the impact on
the education outcomes, especially at Key Stage 4, of children who
are raised in persistent poverty. The authors provide compelling
evidence for a less segregated approach to schooling and the
positive impact this would have on reducing the disadvantage gap.
For me, this is where policymakers’ efforts need to be focused as
opposed to criticising schools who serve wonderful but persistently
disadvantaged communities."- Darren Hankey, Principal of Hartlepool
College of Further Education, UK"This book is original and presents
innovative analyses of large-scale and longitudinal trajectories
from the National Pupil Data (NPD) in England. It also provides
evidence on the impact of funding in tackling educational
disadvantage. I agree with the editors that ‘overcoming
socioeconomic disadvantage in education has been an important
policy area in which international and local government have made
huge investments over the last two decades.’ However, there is
little evidence-based research to support funding policy that
policy makers and school improvement practitioner can use at
national and international level. In my view the book “Making
Schools Better for Disadvantaged Students” will fill the gap in the
field at present. […] I would argue that at present there is lack
of good books on tackling educational disadvantaged that are based
on strong empirical evidence which may be used by academics,
students, policy makers and practitioners in the area of
disadvantaged and school funding. Some of the available research in
the field are dispersed all over the literature…. Drawing on the
various policy initiatives, this book provides comprehensive
empirical evidence on education which I have not came across in the
field with my 27 years working in the education sector. This is
welcome news."- Feyisa Demie, Head of Research at Lambeth LA and
Honorary Professor, University of Durham, UK."For an association
like ours, whose mission is for Quebec to have a fair education
system by eliminating the school segregation caused by subsidized
private schools and selective public schools, this book is vital.
Many academics are reluctant to draw policy conclusions from their
research, but this is certainly not the case with Making Schools
Better for Disadvantaged Students. The authors’ recommendations are
clear and set out in jargon-free language. For those of us whose
job it is to convince the general public and elected
representatives of the importance of fairness in education, the
evidence contained in this book provides powerful arguments.
Hopefully, it will help us to finally put our education system (and
society as a whole) on the road to equity."- Stéphane Vigneault,
coordinator, École ensemble | ecoleensemble.com"As Chair of
Comprehensive Future I hear on a daily basis about the unfairness
which riddles our school system through academic selection and
poverty. The segregation created by the viciously competitive
11-plus test has little to do with ‘academic potential’ and
everything to do with whether a child’s family is affluent and
middle class or poor and working class. At Comprehensive Future we
are passionate admirers of the work of Gorard, Siddiqui and See.
They stand alone as researchers whose work consistently
demonstrates that every child, and indeed the whole of society,
benefits from an inclusive education. Their latest book is an
exciting and ambitious work examining polices worldwide for
reducing the poverty attainment gap for disadvantaged students. It
offers persuasive arguments not just for an inclusive education
system but for educational policies and appropriately targeted
funding for students who are persistently at risk of educational
disadvantage."- Nuala Burgess, Chair of education pressure group
Comprehensive Future, and Research Associate, School of Education,
Communication and Society King’s College London, UK"Education has
the power to free our children from the chains of ignorance and
poverty. This book by Gorard, Siddiqui, and See provides valuable
insights on how we can make school education more meaningful for
children, particularly those from socioeconomically disadvantaged
families. It is encouraging to see that the evidence presented in
this book includes studies conducted in Pakistan, India, and other
developing countries. This book serves as an important resource for
understanding that many educational challenges are widespread, and
the most effective way to address them is through high-quality,
evidence-based approaches. Additionally, the book presents
compelling evidence that demonstrates the positive impact of
funding schools in marginalized communities. As a school leader in
northern Pakistan, I have personally witnessed the significant
barrier posed by limited funds in adopting effective approaches,
particularly for girls who face numerous challenges in accessing
education. The main message of this book is relevant and applicable
to all school systems worldwide: schools need to be financially
resourceful and guided by evidence-based policies. There is no
greater priority for our world than investing in the best
educational opportunities for our children. The education of
children is perhaps the only means to ensure the survival of the
human race."- Ziauddin Yousafzai, Co-Founder and Board Member,
Malala Fund, as well as education activist and author of Let Her
Fly: A Father's Journey
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