Stephen Meek Director of Strategy, DfES 26 April 2006

- 1 -DfES Strategy UnitDRAFT

Social Mobility – Narrowing Social Class Attainment Gaps

A summary of the evidence and lessons for policy making

Stephen Meek Director of Strategy, DfES

26 April 2006


Overview of the work

Extensive review of evidence to explore:

What we know about social class attainment gaps? What drives the attainment gap?

What impact has policy had, and what are the lessons for policy making?


Other countries’ experience confirms the nature of the challenge, and shows that this issue is not unique to the UK

RUSLIE

LTV

BRA

USA

GBR

CHE

SWE

ESP

POR

POLNOR

NZL

MEXLUX

KOR

J PN

ITA

IRL ISL

HUNGRE

DEU

FRA

FIN

DNKCZE

CAN

BEL AUT

AUS

300

350

400

450

500

550

600

70 60 50 40 30 20 10

OECD

ave

rage

OECD average

High attainment - low equity

Low attainment - low equity

High attainment - high equity

Low attainment - high equity

Relationship between the average performance of participating countries on the PISA reading literacy scale and the socio-economic gap in student

performance: 2000

Size of gap not inevitable, but:Driven by deep social factors more than structure of education system (though feedback) Hardest to reach are hard to reach.


Creating a high-performance/high-equity system: reducing the attainment gap and increasing the average level of attainment

AttainmentLevels

High

LowNOW THE FUTURE

Average:High SEG

Average: All

Average:Low SEG

Gap

Average:High SEG

Average: All

Average:Low SEG

Gap

Educational Attainment Levels in England: Present and Future (Indicative Only)

Achieving both of those objectives simultaneously is challenging


What do we know about social class attainment gaps? What drives the attainment gap?



There is evidence of a social class attainment gap at Foundation Stage…

Percentage of 5 year olds achieving a ‘good’ level of development by the end of Foundation Stage in schools in Sure Start areas compared with all schools in England (national average): 2005

(%)

0

10

20

30

40

50

60

70

80

90

Personal, Social andEmotional Development

Communication,Language and Literacy

%

Sure Start areasNational Average


…the attainment gap is similarly evident at pupil-level across all Key Stages in School…

Average Point Score for Pupils by Free SchoolMeal (FSM) Status for Key Stages 1 to 4: 2005

(Points)

Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4(2)

Non-FSM Pupils

FSM Pupils

299.1

221.9

0

50

100

150

200

250

300

350

15.9

13.4

28.2

25.3

35.0

29.9

0

5

10

15

20

25

30

35

40


As well as increases in attainment, there has been a minor narrowing of the gap at KS3 and 4, though overall gap remains signficant

Change in Average Point Score for Pupils byFree School Meal (FSM) Status for Key Stages 2, 3 and 4

(Points)

0.0

0.1

0.1

0.2

0.2

0.3

0.3

Key Stage 2 (2002-2005) Key Stage 3 (2002 -2004) Key Stage 4 (2002 -2004)

NonFSM

FSM Total NonFSM

FSM Total NonFSM

FSM Total0.0

0.5

1.0

1.5

2.0

2.5

0.0

0.2

0.4

0.6

0.8

1.0

1.2

1.4

Minor narrowing

Minor widening

Minor narrowing

(1)

PointsPoints

Points

Imp

rovem

en

t

Imp

rovem

en

t

Imp

rovem

en

t


While prior attainment becomes increasingly important, deprivation has impact at all attainment levels

Proportion in FT Education at 16 by Year 11 Attainmentand Parental Occupation Classification (NS-SEC): 2003

(%)

79

96

79

59

46

64

90

74

58

39

0

20

40

60

80

100

Total 8+A*-Cs 5-7 A*-Cs 1-4 A*-Cs No A*-Cs

%

Professional

Intermediate/Manual &Routine

Prior Attainment at GCSE


Unqualified school leavers who go on to acquire a level 2 qualification have better job prospects

0%

20%

40%

60%

80%

100%

Unqualif ied schoolleaver w ho doesnot go on to gain

qualif ications

Unqualif ied schoolleaver w ho goes

on to gainvocational L1

Unqualif ied schoolleaver w ho goes

on to gainvocational L2

Qualif ied schoolleaver

Men

Women

Employment rates of unqualified school leavers wholater attain against qualified school leavers

(%)


Social factors are the biggest driver of the attainment gap – but our educational levers are stronger

Tackling social factors is critical,

but they are harder to affect

Educational interventions can be effective, even

though their potential impact

is smaller

The most significant factors behind a child’s achievement are social, and in particular, parental. However, it is harder for government to intervene to effect change here.

Though less of a driver of the social class attainment gap than social factors and individual characteristics, the evidence of the positive impact of educational interventions is more tangible.


Summary: Early years

• Pre-school attendance has a positive effect on attainment in primary school,

• Access to childcare provision supports parental employment, which is likely to lead to better child outcomes

• Lessons for policy making

•take-up is lower among children from lower SEGs –

•we need a better understanding of any ‘quality gap’ and its impact on child development

•Evidence from the Sure Start evaluation points to ensuring interventions reach the most disadvantaged

•Need to sustain impact through school for early investment to have lasting consequences


Summary: family policy

Improving family circumstances

Specific interventions to improve parenting skills

• Young people who live in single-parent/carer households or workless households often have lower attainment levels

• Increasing employment rates should raise family income, and permanent income does appear to matter for child development.

• The Department can support employment through access to childcare and through improving adult skill levels

• limited evidence on the effectiveness of interventions to improve parenting skills,

• those programmes which have an impact are often highly targeted, specialised and costly


Summary: School age

School System

Curriculum,

Teaching and

Support

• Risks that the present floor target regime on its own doesn’t sufficiently focus effort on the lowest attaining pupils, or on children with potential to achieve very highly

• Intervention in failing schools has disproportionately benefited deprived pupils

• Funding is distributed at national level to recognise deprivation but this is often not reflected in Local Authorities allocation

• Increased funding can drive higher attainment among low SEG pupils, especially if linked with particular teaching and learning strategies

• Use of personalised interventions such as catch-up literacy and small group tuition can help FSM children

• Extended Schools have considerable potential – but need to ensure access

• Not just for low-attaining deprived pupils – deprived pupils at risk of slower progress at all levels of attainment

• Education Bill ensures pupils from deprived backgrounds are not disadvantaged in admissions, and are supported in making choices about schools.

Funding

Choice and

Access


Summary: 14-19

14-19 Qualifications and Curriculum Reforms have Two Broad Objectives

1. Breaking the cycle of student disengagement

• Participation lower among low SEG groups

2. Raising attainment

• Ensuring that all students reach Level 2 by age 19:a new ambition for 85% of all young people to achieve this by 2013, rising to 90% thereafter


Summary: 19+

• HE - while prior attainment is the key determinant of access to Higher Education, aspirations and expectations still play a critical role.

• Raising the skill levels of adults with few or no qualifications has potential intergenerational benefits, but making significant inroads into the stock is a big challenge,

• And evidence from the National Employer Training pilots suggested a need for targeting of employers who do not already provide time off for low skilled employees to train to qualifications to extend reach and impact


Six general lessons underpin our approach to narrowing the social class attainment gap

1. Higher Profile

2. Better Measurement

3. Early and sustained high quality interventions

4. Personalised Interventions

5. Improved understanding of key groups

6. Sharing Best Practice

- 20 -Department for Education and Skills

Key conclusions

We are seeking to achieve an education system characterised by excellence and equity

The evidence suggests that we need to think hard about accountabilities and incentives in the education system

Key areas include:

• A continued focus on raising attainment for all in the early years

- A target to increase the number of children at age 5 who achieve a good level of development from 48% to 53% by 2008

• Incentives to encourage progression for all students at all key stages, and possibly a target to this effect

• Ensuring that nearly all students reach Level 2 by age 19

- A new ambition for 85% of all young people to achieve this by 2013, rising to 90% thereafter


Social Mobility – Narrowing Social Class Attainment Gaps

A summary of the evidence and lessons for policy making

Stephen Meek Director of Strategy, DfES

26 April 2006

Stephen Meek Director of Strategy, DfES 26 April 2006

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