Educational Policy and Inequality - CEP

CEP's reduce inequalities in educational attainment by targeting groups who underachieve either because of cultural and/or material deprivation. They provide extra resources and funding to scools and communities in deprived areas. They intervene early in the socialisation process to compensate children for the deprivation they experience at home. They aim to achiece greater equality of opportunity and outcome.

Social class and ethnicity:

Means of reducing: Provided pre-school education, short term gains of raising IQs, long term gains for participants, every $1000 spent $4000 was saved.

Lack of reducing: No long term gains in intelligence, came too late, cultural domination.

Conclusion: The policies fail to tackle any problems of underachivement due to inside school factors. This is becuase they focus on compensating for cultural and material deprivation. They do not address the way educational underachievement is shaped by hidden curriculum experiences such as teacher expectations and streaming.

Social class and ethnicity:

Means of reducing: Certain students can get funds up to £1200 to support post 16 and training, use busary to buy textbooks and go to university open days.

Lack of reducing: Means tested and not all students apply, more difficult entitlement so fewer students recieve it.

Conclusion: The policies fail to tackle any problems of underachivement due to inside school factors. This is becuase they focus on compensating for cultural and material deprivation. They do not address the way educational underachievement is shaped by hidden curriculum experiences such as teacher expectations and streaming.

Social class and ethnicity:

Means of reducing: Raises aspirations of those underrepresented, encourages university attendance for upward social mobility.

Lack of reducing: Other policy dampened aspirations of WC, ending of maintainance grants introduction of loans and increased tuition fees deters many WC, poorer students may have bad exam results due to spending spare time doing paid work and debts force them to drop out.

Conclusion: The policies fail to tackle any problems of underachivement due to inside school factors. This is becuase they focus on compensating for cultural and material deprivation. They do not address the way educational underachievement is shaped by hidden curriculum experiences such as teacher expectations and streaming.

Social class and ethnicity:

Means of reducing: Offers integration, encourages high level learning environments, early indentification and support for SEN.

Lack of reducing: NESS showed little impact, less successful since 2011 as tories cut back funding.

Conclusion: The policies fail to tackle any problems of underachivement due to inside school factors. This is becuase they focus on compensating for cultural and material deprivation. They do not address the way educational underachievement is shaped by hidden curriculum experiences such as teacher expectations and streaming.

Social class and inequality:

Means of reducing: Recieve extra funding for each pupil from disadvantaged backgrounds, schools spend money how they see fit to close the gap of deprived and better off students.

Lack of reducing: OFSED found it is not being spent how it is supposed to be.

Conclusion: The policies fail to tackle any problems of underachivement due to inside school factors. This is becuase they focus on compensating for cultural and material deprivation. They do not address the way educational underachievement is shaped by hidden curriculum experiences such as teacher expectations and streaming.

Ethnicity:

Means of reducing: Raise minority pupils self-esteem and achievements, encourages schools to move away from ethnocentric curriculums.

Lack of reducing: National curriculum squeezed out teaching time for multicultural education, seen as 'tokenism'.

Conclusion: The New Right are against such positive discrimination. They would claim that the best way to raise standards for all groups is by creating a climate of competition across all schools through marketisation policies. - Ringrose (2013) is critical of narrowing equal opportunity policy down to 'fialing boys'. This is because it ignores the problem of disadvantaged WC and minority ethnic groups. Further, she argues it ignores other problems experienced by girls in school such as sexual harrassmnet and stereotyped subject choices.

Ethnicity:

Means of reducing: Narrow achievement gap for those in ethnic minority groups at risk of underachieving, teachers and support assistants can be employed.

Lack of reducing: EMAg has been cut off, less staff have been employed, money hasn't helped ethnic minority students.

Conclusion: The New Right are against such positive discrimination. They would claim that the best way to raise standards for all groups is by creating a climate of competition across all schools through marketisation policies. - Ringrose (2013) is critical of narrowing equal opportunity policy down to 'fialing boys'. This is because it ignores the problem of disadvantaged WC and minority ethnic groups. Further, she argues it ignores other problems experienced by girls in school such as sexual harrassmnet and stereotyped subject choices.

Ethnicity:

Means of reducing: Monitoring exam results by ethnicity and alows appropriate intervention strategies to be put inplace, extra funding for students with English as an additonal language.

Lack of reducing: 'Soft' approach Mirza (2005), should be tackling strucural causes.

Conclusion: The New Right are against such positive discrimination. They would claim that the best way to raise standards for all groups is by creating a climate of competition across all schools through marketisation policies. - Ringrose (2013) is critical of narrowing equal opportunity policy down to 'fialing boys'. This is because it ignores the problem of disadvantaged WC and minority ethnic groups. Further, she argues it ignores other problems experienced by girls in school such as sexual harrassmnet and stereotyped subject choices.

Gender:

Means of reducing: Non-sexist careers advice, learning materials generated that reflects girls interests.

Lack of reducing: Narrow in scope, not implemented in schools, success is questionable.

Conclusion: The New Right are against such positive discrimination. They would claim that the best way to raise standards for all groups is by creating a climate of competition across all schools through marketisation policies. - Ringrose (2013) is critical of narrowing equal opportunity policy down to 'fialing boys'. This is because it ignores the problem of disadvantaged WC and minority ethnic groups. Further, she argues it ignores other problems experienced by girls in school such as sexual harrassmnet and stereotyped subject choices.

Gender:

Means of reducing: Range of strategies; organisational; individual; pedagogic; socio-cultural, narrowed the gender gap.

Lack of reducing: Raising achievement in 'general' not boys.

Conclusion: The New Right are against such positive discrimination. They would claim that the best way to raise standards for all groups is by creating a climate of competition across all schools through marketisation policies. - Ringrose (2013) is critical of narrowing equal opportunity policy down to 'fialing boys'. This is because it ignores the problem of disadvantaged WC and minority ethnic groups. Further, she argues it ignores other problems experienced by girls in school such as sexual harrassmnet and stereotyped subject choices.

Gender:

Means of reducing: Sport to boost learning and motivation, positive outcomes for girls and boys.

Lack of reducing: Funded halted in 2011.

Conclusion: The New Right are against such positive discrimination. They would claim that the best way to raise standards for all groups is by creating a climate of competition across all schools through marketisation policies. - Ringrose (2013) is critical of narrowing equal opportunity policy down to 'fialing boys'. This is because it ignores the problem of disadvantaged WC and minority ethnic groups. Further, she arguesignores other problems experienced by girls in school such as sexual harrassmnet and stereotyped subject choices.