What is the evidence on the impact of Pupil Premium funding on school intakes and attainment by age 16 in England?

Gorard, Stephen

doi:10.1002/berj.3775

Cited by 3 publications

(2 citation statements)

References 29 publications

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“…And this holds true internationally as well. When segregation declines, as it has done in England since 2011, the attainment gap also tends to drop – all other things being equal (see also Gorard et al 2021 and Gorard 2022b). This is good for justice, equal life chances, and society, and fits in with government (and cross-administration) plans.…”

Section: Discussionmentioning

confidence: 99%

The pattern of socio-economic segregation between schools in England 1989 to 2021: The pupil premium, Universal Credit, and Covid-19 eras

Gorard

2023

Research in Education

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This paper presents an analysis of the extent to which poor pupils in England are clustered in schools with others like them. It is based on a segregation index of pupils eligible for free school meals for every year for which official national data is available. The trend over time has been published before up to 2019, and this paper extends the analysis to 2021, covering both the Covid-19 era so far and the beginning of transitional arrangements for Universal Credit, which have led to a substantial increase in the number of pupils eligible for free school meals. Results show that the segregation of poor pupils between secondary schools has continued to decline annually – a decline that started with the onset of Pupil Premium funding. This decline in segregation has not occurred for other possible indicators of disadvantage, such as pupils having a special educational need or disability, which are not addressed by Pupil Premium funding. Clustering disadvantaged pupils together in parts of a national school system has been linked to worse pupil outcomes overall, lower aspirations, less ethnic cohesion, and reduced trust in society by students. So, this ongoing reduction is encouraging, and is likely to lead to a lower poverty attainment gap in academic outcomes. However, the reduction in 2020 and 2021 is “false” to some extent, based mostly on a sudden increase in the number of pupils officially classed as poor, rather than an improvement in their distribution or evenness. It is, therefore, important to retain Pupil Premium funding or something like it for the time being to see what happens to the attainment gap. And the apparent success of this funding scheme could have implications for school systems worldwide that value fairness in the provision of national opportunities for education.

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Section: Discussionmentioning

confidence: 99%

The pattern of socio-economic segregation between schools in England 1989 to 2021: The pupil premium, Universal Credit, and Covid-19 eras

Gorard

2023

Research in Education

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“…In Nigeria, the UBE program aims to provide free and compulsory basic education to all children, with a focus on reducing disparities. In the UK, policies like the Pupil Premium provide additional school funding to support disadvantaged children (Gorard, 2022). While these initiatives represent steps in the right direction, challenges in implementation and effectiveness remain.…”

Section: Government Initiativesmentioning

confidence: 99%

Socio-Economic Disparities in Early Childhood Education: A Review of Evidence From Nigeria and the Uk

Adewusi,

Al Hamad,

Adeleke

et al. 2023

Social.val.Soci

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Early childhood education serves as the cornerstone of lifelong development, shaping individuals’ cognitive, social, and emotional foundations. However, disparities in access, quality, and outcomes persist, posing a significant challenge to achieving equitable educational opportunities for all children. This comprehensive review paper explores socio-economic disparities in early childhood education, focusing on Nigeria and the United Kingdom (UK). Drawing from a systematic examination of research studies, government reports, and policy documents, this paper synthesizes key findings and compares the experiences of these two diverse regions. In both Nigeria and the UK, access disparities in early childhood education are evident. Nigeria grapples with a pronounced rural-urban divide, while the UK experiences regional variations in access. Quality disparities are also prevalent in both countries, with Nigeria facing infrastructure and teacher training challenges and the UK encountering funding and resource allocation issues. Furthermore, socio-economic factors influence parental engagement in early education, impacting children’s development in both contexts. The implications of these disparities are far-reaching, affecting individual children, families, and society as a whole. Addressing these disparities requires a multifaceted approach encompassing equitable policies, targeted interventions, and a sustained commitment from policymakers and stakeholders. This paper underscores the critical importance of early childhood education as a lever for promoting equity and social cohesion. The conclusion outlines policy imperatives, future research directions, and the imperative to create a brighter and more equitable future for the next generation. Societies can create an environment where every child can thrive regardless of socio-economic background by addressing disparities comprehensively. This review paper contributes to a deeper understanding of the global challenge of early childhood education disparities. It offers insights to inform policy and practice in diverse contexts.

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Segregation and the attainment gap for permanently disadvantaged pupils in England

Gorard

2022

Educational Review

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What is the evidence on the impact of Pupil Premium funding on school intakes and attainment by age 16 in England?

Cited by 3 publications

References 29 publications

The pattern of socio-economic segregation between schools in England 1989 to 2021: The pupil premium, Universal Credit, and Covid-19 eras

The pattern of socio-economic segregation between schools in England 1989 to 2021: The pupil premium, Universal Credit, and Covid-19 eras

Socio-Economic Disparities in Early Childhood Education: A Review of Evidence From Nigeria and the Uk

Segregation and the attainment gap for permanently disadvantaged pupils in England

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