have different experiences of education, and leave with very
different results. Children from the poorest and most
disadvantaged homes are most likely to attend the lowest
performing schools and to fulfil the poorest academic
outcomes. Finding ways of breaking this chain of disadvantage,
educational failure and restricted life chances remains a
original challenge. Despite extensive efforts by UK policymakers and practitioners, the weight of evidence chill out suggests
that their strategies have not achieved the desired impact.
Better understanding the alliance among schooling and
social inequality has long been a concern of educational
researchers. Focusing on the UK, this Insight asks what they have
discovered about this relationship, and examines the outcomes
of strategies developed to break the links between education and
disadvantage. It then considers what we can learn from these
experiences that might friend to move policy and practice forward.
The review was carried out by a team from the School of
Education, University of Manchester, whose membership
embraces a scope of backgrounds and perspectives.
Together,
they have attempted to produce a snapshot of a busy and
politically sensitive policy area that imposes near order on the
efforts made and the outcomes achieved. They have sought to
tell their conclusions in a style which is accessible and may be
useful to a wide range of interested readers.
no matter of other factors, children and young people
from the most disadvantaged homes consistently make
the least progress at school. Many policies make out
this problem. These have included:
general, or universal, interventions targeting all
schools;
interventions targeting schools in divest areas;
interventions targeting underachieving pupil groups;
structural interventions, targeting how school
systems are...If you want to get a full essay, order it on our website: Orderessay
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