May 22, 2022

A new report from the Education Policy Institute (EPI), funded by the Nuffield Foundation, states that the grades imposed by teachers are particularly important for disadvantaged students during epidemics. Hides the disadvantages of “real” learning.

It also found that the government had failed to improve the relative results of students in long-term poverty after a decade of policy interventions.

A new study, which examines the degree differences between backward students and their peers, found that students living in long-term poverty outperform their more affluent peers by 1.6 grades in GCSE – the same difference as in 2011. Close.

The “loss margin” is an important measure of social mobility in England and indicates the government’s progress in reducing inequality in education.


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EPI researchers find that not only have the GCSE grades for the most disadvantaged failed to narrow the gap, but more students are now falling into long-term poverty.

Areas of the UK such as Nozley, Blackpool and Salford have a high proportion of students living in long-term poverty, which potentially hinders their ability to close large and permanent educational gaps.

The report, released by the government following the unveiling of its Leveling-up White Paper, also provides the first comprehensive picture of the impact of the 2020 grades on various students – the year in which teachers ranked first in the evaluated grades. Bar change noticed.

Research shows that fears of prejudice against backward students in the grades set by teachers at GCSE are largely unfounded, with poor students seeing the same level of grade inflation. However, students with special educational needs lost under this system.

For students studying 16-19 in college and the sixth form, the loss gap widened in 2020: poor students are now 3.1 grades behind their richer peers, up from 2.9 grades in 2019.

The growing academic gap of 16-19 was due to less poor students taking A levels, which saw a significant increase in teachers’ appraised grades compared to applied general qualifications such as BTECs.

Researchers have warned that the lack of progress in bridging the gap between different ages, increasing the number of students falling into long-term poverty, and the inherent regional inequality, in line with the government’s intentions to “raise the level”. Can stop

The study’s authors also warn that increased grades by 2020 will significantly reduce the impact of epidemics on students’ “real” academic progress – with strong evidence that the fundamental disadvantages of learning that Rewards are hidden through grades – especially for the most disadvantaged students.

The report argues that the grades given under teacher assessments in 2020 may not fully represent students’ basic education, with government policy targeting the groups most affected by learning disabilities during epidemic diseases. The focus should be on interventions.

It also said the government should prioritize closing the gap for the lowest-achieving and most vulnerable students and ensure that the increase in grades by 2020 has deep-rooted educational inadequacies. Do not divert attention from the immediate task of tackling equality, which has failed to improve over the years.

The government should work closely with the HE sector to ensure that A-level replacement students do not lose out when competing for university positions. This is especially important for underprivileged students who are already facing significant barriers to accessing HE.

He also urged the government to ensure that its strategy for raising the level addresses social factors such as poverty.

Commenting on the new research, Emily Hunt, co-author of the report and associate director at the Institute for Education Policy (EPI), said:

“Our research shows that despite government policy interventions, there has been a decade of failure to improve the relative results of students in long-term poverty – these students are still in the GCSE with more than one and a half grades. Behind your best peers.

“Not only has this educational gap failed to close since 2011, but the proportion of poor students in long-term poverty is now increasing.

“To end this stagnant wave of social mobility, the government must do more to address the root causes of deep educational inequality, including poverty.

“This is especially significant after a two-year hiatus from the epidemic, where there is strong evidence of significant underlying damage that has not been reflected in the student’s teacher-assessed grades, and the underprivileged students are losing more.”

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