Being Present: the Power of Attendance and Stability for Disadvantaged Pupils (original) (raw)
It is already known that the educational outcomes of pupils from disadvantaged households in England are significantly lower than those of their more affluent peers and the gap gets wider as pupils get older. Improving educational success and progress for disadvantaged pupils at secondary level is important, as secondary attainment is strongly associated with labour market outcomes. In order to inform policy and practice, promote social mobility and reduce the attainment gap, it is important to understand how secondary school outcomes are related to pupils’ lives during key stages (KS) 3 and 4. Evidence shows that outcomes at KS4 are related to a range of pupil and school level factors. Pupil level factors include: gender and ethnicity; prior attainment at KS2; individual absence rates; socioeconomic background; and the aspiration levels of parents. School level factors include: location; teaching quality; and school type. This research on which this report is based sets out to add ...
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