Selective Comprehensives: Great Britain. Access to Top Performing Schools for Disadvantaged Pupils in Scotland, Wales and England

Autor/inn/en	Van den Brande, Jens; Hillary, Jude; Cullinane, Carl
Institution	Sutton Trust (United Kingdom); National Foundation for Educational Research (NFER) (United Kingdom)
Titel	Selective Comprehensives: Great Britain. Access to Top Performing Schools for Disadvantaged Pupils in Scotland, Wales and England
Quelle	(2019), (56 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Disadvantaged Youth; At Risk Students; Institutional Characteristics; Educational Quality; Socioeconomic Status; Language Usage; Religion; Geographic Regions; Disproportionate Representation; Access to Education; Language of Instruction; Academic Achievement; Elementary Secondary Education; United Kingdom (Great Britain); United Kingdom (Wales); United Kingdom (England); United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Benachteiligter Jugendlicher; Quality of education; Bildungsqualität; Socio-economic status; Sozioökonomischer Status; Sprachgebrauch; Education; Access; Bildung; Zugang; Bildungszugang; Teaching language; Unterrichtssprache; Schulleistung
Abstract	Comprehensive schools offer a platform to foster educational equity by educating and improving the skills of pupils across the whole socio-economic spectrum. However, consistency and equal access to high quality education is key for a comprehensive system to provide a platform for upward social mobility. Measuring school quality is a complex issue, but for the purpose of this report, the authors look at schools with the highest levels of attainment. Examining who is admitted to top performing schools matters, because they are the ones who are most likely to attend the best universities and most likely to succeed in the top professions. Over the last 15 years, and most recently in 2017, the Sutton Trust reports have consistently shown that England's top comprehensive schools are, in practice, often highly socially selective, admitting much lower proportions of pupils from disadvantaged backgrounds than the national average, and even than their immediate locality. There remains however a question about the extent to which the unequal access to high performing comprehensives is unique to England, or whether it is replicated in other parts of Great Britain. To answer this, the Sutton Trust has commissioned two further reports, which consider the extent to which the top performing schools in Scotland and Wales reflect their catchment areas. While secondary schools in Scotland are not generally referred to as 'comprehensives', this report uses this terminology for consistency across the three nations. This summary provides an overview of the three reports and highlights areas of commonality and differences across the three nations. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01