It's official: class matters
A major new study shows that social background determines pupils' success. Does it mean that the government is heading in the wrong direction?
Matthew Taylor reports Tuesday February 28, 2006The Guardian
It is a familiar scene: mum and dad hunched at the kitchen table, poring over Ofsted reports and brochures, trying to fathom which is the best school for their child. But a new report, obtained by Education Guardian, suggests that these well-meaning parents, and thousands like them, are looking in the wrong place. Instead of trying to decode inspectors' reports or work out whether academies are better than voluntary-aided schools or trusts superior to community comprehensives, they need look no further than the average earnings among parents.
A study by academics at University College London (UCL) and Kings College London has given statistical backbone to the view that the overwhelming factor in how well children do is not what type of school they attend- but social class. It appears to show what has often been said but never proved: that the current league tables measure not the best, but the most middle-class schools; and that even the government's "value-added" tables fail to take account of the most crucial factor in educational outcomes - a pupil's address.
The report, which uses previously unreleased information from the Department for Education and Skills, matches almost 1 million pupils with their individual postcode and exam scores at 11 and 15.
This unprecedented project has revealed that a child's social background is the crucial factor in academic performance, and that a school's success is based not on its teachers, the way it is run, or what type of school it is, but, overwhelmingly, on the class background of its pupils.
"These are very important findings, which should change the way parents, pupils and politicians think about schools," says Richard Webber, professor at UCL. "This is the first time we have been able to measure the precise impact of a child's social background on their educational performance, as well as the importance of a school's intake on its standing in the league tables."
full text can be accessed here.
Matthew Taylor reports Tuesday February 28, 2006The Guardian
It is a familiar scene: mum and dad hunched at the kitchen table, poring over Ofsted reports and brochures, trying to fathom which is the best school for their child. But a new report, obtained by Education Guardian, suggests that these well-meaning parents, and thousands like them, are looking in the wrong place. Instead of trying to decode inspectors' reports or work out whether academies are better than voluntary-aided schools or trusts superior to community comprehensives, they need look no further than the average earnings among parents.
A study by academics at University College London (UCL) and Kings College London has given statistical backbone to the view that the overwhelming factor in how well children do is not what type of school they attend- but social class. It appears to show what has often been said but never proved: that the current league tables measure not the best, but the most middle-class schools; and that even the government's "value-added" tables fail to take account of the most crucial factor in educational outcomes - a pupil's address.
The report, which uses previously unreleased information from the Department for Education and Skills, matches almost 1 million pupils with their individual postcode and exam scores at 11 and 15.
This unprecedented project has revealed that a child's social background is the crucial factor in academic performance, and that a school's success is based not on its teachers, the way it is run, or what type of school it is, but, overwhelmingly, on the class background of its pupils.
"These are very important findings, which should change the way parents, pupils and politicians think about schools," says Richard Webber, professor at UCL. "This is the first time we have been able to measure the precise impact of a child's social background on their educational performance, as well as the importance of a school's intake on its standing in the league tables."
full text can be accessed here.
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