Is There a Place for Place in Educational Attainment Policy?

Autor/in	Kintrea, Keith
Titel	Is There a Place for Place in Educational Attainment Policy?
Quelle	In: Oxford Review of Education, 47 (2021) 2, S.207-223 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2020.1824901
Schlagwörter	Educational Policy; Educational Attainment; Place Based Education; Secondary School Students; Foreign Countries; Disadvantaged Youth; Neighborhoods; Achievement Gap; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungsabschluss; Bildungsgut; Sekundarschüler; Ausland; Benachteiligter Jugendlicher; Neighbourhoods; Nachbarschaft
Abstract	This paper aims to examine the case for a focus on place-based drivers of inequalities in educational attainment among secondary school students in Scotland. Using desk-based sources, it provides an account of the post-2015 policy episode around improving educational attainment among children from disadvantaged areas. This started with the Scottish Government claiming that its 'defining mission' was to 'close the gap' but the place-based focus of policy was soon dissipated and the legislation that intended to be the flagship of reform was shelved. The paper shows that international evidence prompts a need for the impact of disadvantage based on place to be factored into approaches to schooling and provides a regretful account of its insecure traction in Scottish policy. It argues that a serious weakness of the case for place in Scotland is the underlying evidence base and concludes by suggesting how existing data sources could be used more effectively and by outlining some alternative policy approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01