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  1. The Education Select Committee Inquiry into the educational achievement of white working class childrenPresentation to London Borough of Southwark Leadership Conference, Hilton Riverside12 November 2014 Professor Steve StrandUniversity of Oxford, Department of Educationsteve.strand@education.ox.ac.uk01865 611071

  2. Summary of presentation • Overview of the Select Committee Inquiry into the educational achievement of white working class (WWC) children • Clarifying terms and measures • The extent of the WWC gap • Drivers of the WWC gap • Addressing the issue: Schools and the Pupil Premium • Coda - The limits of school effectiveness?

  3. Select Committee Inquiry • Instigated following OfSTED ‘Unseen Children Access & achievement 20 years on’ (June 13) • 40+ written submissions, seven evidence panels with 28 witnesses incl. schools minister David Laws, visit to Peterborough LA & schools • All written evidence and transcripts / videos of witness sessions plus final report & Gov. response 18 Sep 14: http://www.publications.parliament.uk/pa/cm201415/cmselect/cmeduc/142/142.pdf

  4. The core issue: FSM gap age 16 Source: NPD 2013 (authors own analysis)

  5. 1. Clarifying terms: Who are the WWC? • ‘White British’ is the ethnic focus • Roma / Irish Traveller groups extremely low achievement, but also very small numbers (0.1%) and complex needs • White Irish & White Other groups higher achieving than White British, though latter extremely varied reflecting recency of arrival in UK & language fluency (EAL report) • Debate around term “working class” • Phenomena robust across other SES indices as such as NS-SEC, parental education qualifications, IDACI etc. • FSM employed for pragmatic reasons (available to schools & verifiable) so focus is more on poverty, but Ever 6 widens the base (15% -> 25%)

  6. Combined SES and attainment age 16 Note: SES from Principal Components Analysis of: Household Social class (NS-SEC), parents educational qualifications, home ownership, FSM and neighbourhood deprivation (IDACI). Source: LSYPE (Strand, 2014)

  7. 2/3. Drivers of the WWC Gap • Committee recognised wide range of factors important at individual, home/family, school and neighbourhood levels • LSYPE indicates the wide range of factors, but WWC gap at age 16 could be accounted for by four variables collected at age 14: • Students’ academic self concept (ASC); • Frequency of completing homework; • Students’ educational aspirations (cont. FTE post-16); • Parents’ educational aspirations for the young person. = Indicators of Engagement/Disengagement

  8. Educational aspirations Source: LSYPE (Strand, 2014)

  9. BME resilience to disadvantage • Most BME low SES: • Strong ASC, high effort and educational aspirations in the home + good attendance = Immigrant paradigm (Kao & Tienda, 2003). Cycle of disadvantage can be broken. • White British & Black Caribbean low SES: • Careful not to overgeneralise, but less likely to see school as instrumental in achieving their aspirations • Some different drivers for White British & Black Caribbean (e.g. home aspirations vs. peer influences, see Strand & Winston, 2008) • Can be a reaction to inter-generational unemployment & loss of hope, but unlike era of full employment high cost to an ‘oppositional culture’ in new knowledge economy

  10. SES and progress age 11-16 • Low SES: White British decline, most BME improve particularly during KS4. High SES: gaps close but WBRI stay ahead. Source: LSYPE (Strand, 2014)

  11. Some implications for secondary schools • Early intervention: Y7 catch up funds used for targeted reading / maths support, summer schools, continual monitoring of progress • Curriculum: must be seen as relevant and engaging by White British & Black Caribbean WC students in particular. Work-relatedlearning and quality vocational education important, but qualifications must be of value • In 2004, when recognised as equivalent to GCSE, 1,882 gained level 2 passes, rose to 462,182 students in 2010 (Wolf Review) • But to understanding the origins have to look much, much earlier than secondary school

  12. Key Stage 2 (age 11): England 2013 Source: DFE SFR 51/2013

  13. Foundation Stage (age 5): England 2013 Source: DFE SFR 47/2013

  14. Longitudinal surveys at age 3 • At age 3 high SES childrens’ vocab. 50% larger than working class children (Hart & Risley, 1995) & 11 months ahead (GUS, 2011) – Language gaps much > NVR and key for subsequent success at school • Home Learning Environment (HLE) - dyadic book reading, writing shopping lists, refrigerator letters, books in home, direction to environmental print, visits to libraries etc. – key predictor & uneven across SES • Mothers with higher educational qualifications 4 times more likely to read with their children several times a week (MCS) • HLE explains at least half and sometimes all of the SES difference at school entry (Farkas & Beron, 2004; Phillips et al,98) • Key implication for early intervention and high quality pre-school experience (See EPPE studies)

  15. 4. Addressing the issue • Focus on the ‘transformational capacity’ of schools • OfSTED (2013): Only 66% of schools in bottom IDACI quintile rated good/outstanding compared to 86% in top quintile – room for improvement in school quality • London Effect: • Big improvement relative to other regions 1998-2013 • Students on FSM much more successful in London than elsewhere (5AC-EM 52% vs. 37% in 2012) • Biggest FSM gaps now more frequently in towns & coastal areas (OfSTED 2013, p59) • EEF evidence: “In 2012, there were 428 secondary schools, nearly 1:7, where pupils eligible for FSM performed above the national average for all pupils in terms of Best 8 points scores” (Written evidence 0034).

  16. Regional trends GCSE 2002-2012 Source: Greaves et al. (2014). Lessons from London schools for attainment gaps. SMCPC, p12.

  17. School success against the odds • DfE Extra Mile Project – visited 45 primary & 50 secondary schools that had raised attainment in some of the most deprived wards in England. • 12 key practices identified: • High participatory/active learning in lessons • Value local people & culture, high levels of engagement • Broaden pupils horizons • Offer a more relevant curriculum • Build pupils’ language repertoire • Track pupil progress and intervene • Effective reward and sanctions schemes • Develop SEAL, etc. • See case studies: • http://webarchive.nationalarchives.gov.uk/search/?y=0&where=text&x=0&query=extra+mile+case+studies&x=0&y=0

  18. FSM gap by OFSTED rating Source: Ofsted (2013). Unseen Children: Access and achievement 20 years on (P53). Breakdown by school overall effectiveness judgement.

  19. The mechanism • Funding Pupil Premium Grant (PPG) • School’s decide on the intervention/s • http://educationendowmentfoundation.org.uk/toolkit/ • OfSTED best practice WWC updated & PPG annual report • Accountable through performance tables / OfSTED / school website • Progress 8 to remove perverse incentives of 5+ A*-C EM • Publication of PPG gap, including 3-year rolling averages

  20. The limits of School Effectiveness? • Risk that FSM gap is equated with ‘failing’ schools, or simply a ‘technical’ issue for schools to solve • London Effect: BME population (Inner London 85% vs. Rest of England 20%). If restrict analysis to White British much smaller FSM differential for 5AC-EM (40% v. 34%) & no FSM gap for ‘Best 8 score’. • EEF evidence: 1:7 is only 15% of schools, includes 164 grammar schools, two-thirds very low concentration FSM (<10%) (see Wrigley, 2012) • Within-school gaps: FSM gap does not appear to vary significantly between outstanding and inadequate secondary schools (Ofsted, 2013) or by school CVA scores (e.g. Strand, 2010, 2014)

  21. FSM gap by OFSTED rating Source: Ofsted (2013). Unseen Children: Access and achievement 20 years on (P53). Breakdown by school overall effectiveness judgement.

  22. Same conclusion from CVA analyses (Southwark primary schools) Effectiveness judged on CVA model of pupil progress age 7-11. (1) FSM pupils in more effective schools achieve higher than non-FSM at less effective schools, but (2) still a large FSM gap in the more effective school. Strand, S. (2014b).School effects and ethnic, gender and socio-economic gaps in educational achievement at age 11. Oxford Review of Education, 40, (2), 223-245.

  23. Implications for policy/practice • FSM gap does not result from a small no. ‘failing schools’ • Floor targets, new academies/free schools overemphasised • ‘Success against the odds’ exceptions & not easily replicable • Beyond the school gates • Home / parental factors, access to social & economic capital, poor health, peer groups, crime or neighbourhood deprivation • Cumulative impact of early Home Learning Environment (HLE) age 0-3 and ”Matthews’ effect” • Pupil premium positive influence by focussing schools attention on the FSM gap within their schools • Evaluate setting allocation / flexibility (e.g. Oakes, 2005) • Distribution of teachers across classrooms within schools (e.g. Clotfelter et al, 2005) • Working with parents (e.g. Parent Support Advisor pilot, 2009) • Early intervention (PPG weighting revised, new EYPP)

  24. Overall conclusions • Focus on low attainment of White British Working Class (WC) pupils is valid – but (i) also Black Caribbean WC, and (ii) Black Caribbean underachieve from middle/high SES homes. • Key resilience factors are often individual/family but schools can and do make a difference (though there are limits to what schools alone can achieve). • Pupil Premium Grant offers substantial redistributive funding, real chance to make a difference, need to focus on within-school resource deployment, parental involvement etc. • If government seriously wants to ‘break the cycle’ of social reproduced inequality maybe should remove the charitable status of private schools, do they help the most needy and vulnerable in society? (Social Mobility & Child Poverty Commission, 2014, Elitist Britain).

  25. SMCPC(2014). Elitist Britain? London: Social Mobility and Child Poverty Commission.

  26. SMCPC (2014). Elitist Britain? London: Social Mobility and Child Poverty Commission.

  27. References Evans, G. (2006). Educational failure and white working class children in Britain. Basingstoke: Palgrave Macmillan. Lambeth (2010). White working class achievement: A study of barriers to learning in schools. Lambeth: Lambeth Children & Young People’s Service. Lindsay, G., Davis, H., Strand, S., Cullen, M.A,, Band, S., Cullen, S., Davis, L., Hasluck, C., Evans, R. & Stewart-Brown, S. (2009). Parent Support Adviser Pilot Evaluation: Final Report. London: DCSF. https://www.education.gov.uk/publications/eOrderingDownload/DCSF-RR151.pdf . Strand, S. (2010). Do some schools narrow the gap? Differential school effectiveness by ethnicity, gender, poverty and prior attainment. School Effectiveness and School Improvement, 21(3), 289-314. http://dx.doi.org/10.1080/09243451003732651 Strand, S. (2011). The limits of social class in explaining ethnic gaps in educational attainment. British Educational Research Journal, 37(2),197-229. http://dx.doi.org/10.1080/01411920903540664 Strand, S. (2012). The White British-Black Caribbean achievement gap: Tests, tiers and teacher expectations. British Educational Research Journal, 38(1),75-101. http://dx.doi.org/10.1080/01411926.2010.526702 Strand, S. (2014a). Ethnicity, gender, social class and achievement gaps at age 16: Intersectionality and ‘Getting it’ for the white working class. Research Papers in Education, 29, (2), 131-171.http://dx.doi.org/10.1080/02671522.2013.767370 Strand, S. (2014b). School effects and ethnic, gender and socio-economic gaps in educational achievement at age 11. Oxford Review of Education, 40, (2), 223-245. http://dx.doi.org/10.1080/03054985.2014.891980 Strand, S. & Winston, J. (2008). Educational aspirations in inner city schools. Educational Studies, 34(4), 249-267. http://dx.doi.org/10.1080/03055690802034021

  28. NS-SEC (socio-economic classification) Source: LSYPE (Strand, 2008)

  29. Parent’s educational qualifications Source: LSYPE (Strand, 2008)

  30. Neighbourhood deprivation (IDACI) Source: NPD 2013 (own analysis)

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