Education Policy in the UK - ERIC - Education Resources ...
A third problem policy area has been the reall number oflatively sm pupils staying on in education past the age of 16 and thus the low proportion achieving level 2 or 3 qualifications, ... introduction of an education maintenance allowance paid to disadvantaged young people age 16-19 to encourage them to stay on in full time education. The ...
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group or one-to-one sessions to support pupils with the greatest need, in the main using interventions recommended by other teachers. • In July, approximately two in five senior leaders had firm intentions to access the Government’s £350 million National Tutoring Programme (NTP) for disadvantaged pupils. The main barrier for those .
the impact of the pupil premium in focusing attention on raising disadvantaged pupils’ attainment. It is clear, however, that there is more to do. For example, in 2014, only 36.5 per cent of disadvantaged pupils achieved 5 A*-C including English and maths GCSEs, compared with 64.0 per cent of other pupils.
The percentage of pupils at the end of key stage 4 who achieved grade 5 or above ... The gap between disadvantaged pupils and others, measured using the gap index, remained broadly stable, increasing by 0.4% between 2018 and 2019, from 3.68 to 3.70. This is the second small increase in a row.
on the affected pupils. This analysis suggests plausible ranges for the economic impact of existing and on-going learning ... the order of 3% lower career earnings if schools immediately returned to 2019 performance levels. Disadvantaged students will almost certainly see larger impacts. And, with the forecast of further disruptions in normal ...
Disadvantaged pupils (e.g. eligible for free school meals, Looked After Children) SEND or additional needs Black, Asian and minority ethnicities Top seven groups that could be more thoughtfully included in the resources, topics and materials that are taught in schools 49% White teaching staff – 63% agree BAME teaching staff – 52% agree
and scientific attitude of standard six pupils with different achievement levels. The study revealed that methods have differential effects on different contexts, that is, different pre-achievement levels. These differences were due to differences in the process variables. The study suggests that to implement any method, the context needs to be
• The proportion from socio-economically disadvantaged areas rose from 8.2% to 15.9%. • The proportion from areas of low progression to higher education rose from 11.4% to 15.6%. • The proportion declaring a disability rose from 7.2% to 10.4%. • The proportion of women rose from 48.6% to 54.2%. FOOTNOTE 1.