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Download full textClassick, Rachel; Gambhir, Geeta; Liht, Jose; Sharp, Caroline; Wheater, Rebecca – National Foundation for Educational Research, 2021
Differences in achievement between disadvantaged pupils and their more advantaged peers are a focus for policy in all parts of the UK. A gap in educational outcomes between pupils from less-affluent backgrounds compared to their peers is evident by the time they start school and only widens as they move through the school years. In 2018, nearly 80…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
Classick, Rachel; Gambhir, Geeta; Liht, Jose; Sharp, Caroline; Wheater, Rebecca – UK Department for Education, 2021
Social mobility and improving the performance of disadvantaged pupils is a focus for policy in England, Northern Ireland and Wales. The findings from PISA 2018 provide a unique opportunity to explore the impact of disadvantage on pupils aged 15, to contextualise achievement outcomes with information about home-life and school, as well as providing…
Descriptors: Foreign Countries, Economically Disadvantaged, Academic Achievement, Secondary School Students
Wheater, Rebecca; Durbin, Ben; McNamara, Stephen; Classick, Rachel – National Foundation for Educational Research, 2016
The impact of socio-economic background on mathematics performance in England can be seen from the most to least disadvantaged. As socio-economic background of pupils increases, so does average mathematics performance; the gap between the most and least disadvantaged is equivalent to over three years' of schooling. However, many factors other than…
Descriptors: Foreign Countries, Mathematics Education, Outcomes of Education, Disadvantaged Youth
