Lessons for addressing educational disadvantage from a range of studies

Gorard, Stephen; Siddiqui, Nadia; See, Beng Huat

Abstract

Governments and education systems worldwide have tried using additional cash transfers to encourage school enrolment and attendance, and to reduce the attainment gap between disadvantaged students and their peers. There are now many strands of evidence on the success of such schemes. This paper presents the results of international structured reviews of the existing evidence, coupled with a natural experiment in India and Pakistan, and a summary of the new findings from a 14-year evaluation of the impact of the Pupil Premium policy in England. The paper addresses the key issue of whether funding is best provided to poorer regions, to schools, families, or individual students. The synthesised results are clear. However, the results differ slightly in terms of whether attendance or attainment is the key objective, and with the age of the students, and the level of development of any education system. Regardless, cash transfers need to have conditions attached, and these conditions must be audited. A key condition for giving money to schools, rather than individuals, should be that it is only used to provide evidence-led programmes and processes.

Citation

Gorard, S., Siddiqui, N., & See, B. H. (2023). Lessons for addressing educational disadvantage from a range of studies. Cogent Education, 10(2), 1-14. https://doi.org/10.1080/2331186X.2023.2262258

• Journal Article Type: Article
• Acceptance Date: Sep 16, 2023
• Online Publication Date: Sep 25, 2023
• Publication Date: 2023
• Deposit Date: Sep 19, 2023
• Publicly Available Date: Sep 19, 2023
• Journal: Cogent Education
• Electronic ISSN: 2331-186X
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 10
• Issue: 2
• Pages: 1-14
• DOI: https://doi.org/10.1080/2331186X.2023.2262258
• Public URL: https://durham-repository.worktribe.com/output/1741660