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Attainment gap and ways to reduce it - Coggle Diagram
Attainment gap and ways to reduce it
disadvantaged= a combination of lack of:
income, social capital, cultural capital and control over decisions that effect life outcomes
The attainment gap:
disadvantaged pupils perform poorly at all level of education system compared to their wealthier counterparts
disadvantaged students start school already behind their peers, and this gap widens as they progress through the education system.
DFE define disadvantaged students as those eligible for pupil premium (extra funding), persistently disadvantaged pupils are those who have been eligible for free school meals for at least 80% of their school lives.
many things effect the gap for individuals not just income:
gender, ethnicity, first language, SEND, family history of disadvantage and geography.
reasons for the gap
inequalities in child development
parental factors: exposure to risk factors before birth have lifelong impact, stress during pregnancy links to poorer cog development, smoking whilst pregnant- low birth weight- links to negative cog outcomes and behavioural problems, breastfeeding leads to better cog development UK has lowest breastfeeding rates
physical and social home environment: tends to be less healthy family functioning and child development
material deprivation: lack of money leads to lack of resources to support child's development and learning. such as lack of healthy food to promote healthy brain, lack of toys and books that promote cog stimulation, poor housing quality has impact on mental and physical health, access to internet/computers to complete homework
family stress and functioning: attachment security (bowlby) 2/3 of disadvantaged children may be insecurely attached leading to worse resilience, socio-emotional and behavioural problems. ACES- lifelong effect on the brain, barrier to concentration and learning children become withdrawn in the classroom
home learning environment: how much parent support child i.e. read with them, learn numbers and alphabet, sing songs, play games. this is crucial for development of skills sich as reading, verbal and spelling , positive behaviour and enjoyment of school.
child rearing strategies: wealthier families- concerned cultivation- enrol their children into enrichment activities at young age, adults structure their child's daily activities. more affluent families can buy academic support.
community disadvantage: neighbourhood poverty, poor community social capital- lack of resources such as green space, after school programmes, activites that promote healthy development as well as school quality in the area
inequalities in school preparedness
strong link between poverty and SEND, a quarter of those who qualify for FSM identify with SEND
Access to high-quality early years education: high-quality preschool has a positive impact on all around child development, attainment and adult earnings. disadvantaged children especially benefit due to their deprived learning environment
lack of necessary precursors i.e. good health, balanced diet, stimulating and supportive home environment
stressors experienced by disadvantaged children in school
social psychological factors- children are aware of their social differences- stereo-type threat where stereotyped groups are more likely to perform poorly due to the stereotype
mobility- socially disadvantaged and low attaining groups such as traveller children are linked to non compulsory moves which are detrimental to attainment
role model visability- gives them a sense of belonging, if they know someone similar to them has successfully been through the education system
locus of control- deprived children less likely to feel a sense of control over their ability to effect school outcomes
differential school practices- schools in disadvantaged areas have more complex needs such as teacher retention, low parent participation and high absence rates
teacher effectiveness: diff between high quality and low quality teaching is equivalent to a whole year of learning for disadvantaged pupils although disadvantaged pupils more likely to experience low quality teaching, schools in these areas have low quality teachers and high turnover.
unconscious bias: black and poor white pupils are marked down in teacher assessment unconsciously, this was found to be more pronounced in areas with fewer black children and poor people
attainment grouping: this has negative impact on pupil attainment in the lower sets, there is unconscious biased in how they are grouped as well as being stigmatising and undermining children's confidence, they have also been found to receive worse quality teaching and fewer educational opportunities
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