‘Who’s Left 2019’: additional (quirky) suggestions

The Quirky Teacher

I’ve been reading the recent Education Datalab reports and thinking about possible further solutions to the problem that they have identified which is that the gap in achievement between advantaged and disadvantaged cohorts at the end of KS4 has widened a tad. The key finding is that the gap is wider still when you factor in all the pupils who have left state schools before the GCSE exams, never to return (to state education). If I’ve made an error in my interpretation here, please do get in touch because I don’t want to spread false truth, or whatever the woke term is these days!

I like the honest logic and reasoning underpinning their investigations. It would be too easy to blame a Tory government or a trend towards higher expectations in secondary schools and then argue for lower expectations in schools as a solution. Those who do argue for this…

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The effect of GCSE reforms: How have they affected long-term disadvantaged pupils? – Education Datalab blog

The attainment gap has widened slightly.

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The effect of GCSE reforms: Have they widened the disadvantage gap? – Education Datalab blog

Not much, it turns out.

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Who’s Left 2019, part one: The disadvantage gap is bigger than we thought – Education Datalab blog

Take into account pupils who leave mainstream schools and the disadvantage gap is bigger than previously reported

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Who’s Left 2019, part three: The government needs to take action – Education Datalab blog

Action is needed on school accountability and the registration of pupils outside of state education

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Who’s Left 2019, part two: How do you lose 6,700 pupils? – Education Datalab blog

More pupils left state education than when we looked at this issue a year ago

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Is England’s PISA 2018 data reliable? – Education Datalab blog

There appear to have been numerous issues. Has that affected the results?

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