The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England

Gorard, Stephen; Siddiqui, Nadia; See, Beng Huat

doi:10.1080/02671522.2019.1677759

Cited by 20 publications

(26 citation statements)

References 22 publications

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“…There have been no robust prior studies of the impact of Pupil Premium funding on SES segregation between schools, although Gorard, Siddiqui, and See (2019) present a time series analysis from 1989 to 2018, which suggested an unexpected decline in between school segregation during the Pupil Premium era. But that analysis used only school-level data, and disadvantage was defined as eligibility for FSM in one year, which is unstable and so not really comparable over time.…”

Section: The Prior Evidence On Pupil Premium Impactmentioning

confidence: 63%

“…Nine years later, this paper provides strong evidence of the likely impact of this funding on the socio-economic segregation of poorer pupils between schools, and on the attainment gap. Previous attempts to assess these impacts have been problematic in various ways (Gorard, Siddiqui, and See 2019). Here these problems are addressed by incorporating changes in economic indicators over time, using data from well before 2011 up to 2019, and most notably by focusing on longterm disadvantaged pupils who would presumably have attracted Pupil Premium in any era (were it available), and under any economic or policy circumstances.…”

Section: Introductionmentioning

confidence: 99%

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Assessing the impact of Pupil Premium funding on primary school segregation and attainment

Gorard

Siddiqui

See

2021

Research Papers in Education

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Section: The Prior Evidence On Pupil Premium Impactmentioning

confidence: 63%

Section: Introductionmentioning

confidence: 99%

Assessing the impact of Pupil Premium funding on primary school segregation and attainment

Gorard

Siddiqui

See

2021

Research Papers in Education

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“…This is similar to the fuller figures reported for England for all state schools, based on official figures of pupils eligible for free school meals. These were 0.33 in 2000, and 0.29 in 2015 (Gorard, Siddiqui, & See, 2019). This comparison suggests that at least some the changes and differences in the smaller sampled PISA figures are valid estimates of alterations in segregation.…”

Section: Segregation In Each Uk Home Countrymentioning

confidence: 68%

“…However, none of these countries have overcome the challenge of segregation by poverty in schools, establishing a state-governed system where rich and poor have equal access and opportunity of education. Recently some policy initiatives have been adopted to equalise the learning outcomes such as additional funding allocation to schools depending on the intake of children from disadvantaged families (Gorard, Siddiqui, & See, 2019). However, more evidence is required to judge if school segregation by poverty has changed as a result.…”

Section: The Home Countries Of the Ukmentioning

confidence: 99%

Longitudinal Study of Socioeconomic Segregation Between Schools in the UK

Martínez-Garrido¹,

Siddiqui²,

Gorard³

2020

REICE

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The aim of this study is to understand the behavior of school segregation by socioeconomic level in the UK. To do this, all data from the United Kingdom are analyzed in the PISA Assessment from 2000 to 2015 and the Gorard index, Dissimilarity index, and the Isolation index are estimated. The analysis has shown that socio-economic segregation between schools has declined somewhat in the UK from 2000 to 2015, although the clustering of the 25% poorest of students remained relatively static since 2006. England remains more highly segregated by poverty than Wales, Scotland and Northern Ireland. The segregation levels of the 10% poorest student has declined in state-maintained schools but shown a sharp increase in private schools. The level of isolation of disadvantaged students is less in state-maintained schools than private schools. The findings show that poverty segregation trends using PISA data match with segregation trends previously analysed using the national datasets using only state-maintained schools for England. This finding leads to research implications for a detailed analysis of national school segregation trends, including student data from private school.

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“…Other countries (such as the UK) offer financial help based on need alone. For example, all children from families with incomes below a certain level are entitled to a free lunch at school, and their school receives a Pupil Premium to help increase their attainment [40]. Several countries use both principles at once, usually at different phases of lifelong ET.…”

Section: Equity Principle Behind Financial Assistancementioning

confidence: 99%

Overcoming Equity-Related Challenges for the Education and Training Systems of Europe

Gorard

2020

Education Sciences

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This paper is a discussion of the challenges to equity faced by the education and training systems of the 28 EU countries (at time of writing), based on secondary sources and official reports by individual countries. The data are descriptive and simply summarised for this paper. The systems of all countries are fairly similar, modelled on those set up to deal with challenges of early industrialisation, and all now face several similar problems and opportunities. There is a clear correlation between family background, average attainment, and subsequent participation in education and training. All 28 countries show some signs of progress over time, both in terms of the absolute level of attainment, and in terms of reduced gaps between social and economic groups. These trends are historical, and thus hard to link to specific policies. However, looking at the common characteristics of countries with similar levels of equity can produce a tentative guide to its determinants. Some of the main suggestions are: More countries to set up monitoring systems for school intakes and outcomes; more robust evaluations of policy interventions; fair funding and opportunities for all students; extra funding for students facing challenges; no selection by ability or anything else; all taught in mainstream settings; no tracking or grade retention; more recognition of prior experience and learning; respectful interaction with all students; and use of context when allocating places in higher education, or simply more open access.

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The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England

Cited by 20 publications

References 22 publications

Assessing the impact of Pupil Premium funding on primary school segregation and attainment

Assessing the impact of Pupil Premium funding on primary school segregation and attainment

Longitudinal Study of Socioeconomic Segregation Between Schools in the UK

Overcoming Equity-Related Challenges for the Education and Training Systems of Europe

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