Tackling Educational inequality: Lessons from London schools

Demie, Feyisa

Abstract

This research paper explores the lessons from London schools in driving school improvement and addressing inequalities. Drawing upon evidence from trend attainment data by ethnic background, a literature review of academic research, the London Challenge, Ofsted and London Local Authorities publications, and case studies of schools, the paper will identify areas of good practice that contribute to raising achievement in London schools. The overall findings showed that attainment at GCSE (General Certificate for Secondary Education) has risen much faster in London than nationally since the London Challenge school improvement programme was launched to improve outcome. There are several reasons why London schools are bucking the national trend. The paper identified many success factors and strategies which contributed to the raising achievement and tackling inequalities such as effective school leadership, quality of teaching and learning, use of data, use of multi-ethnic workforce that reflect the community, and effective support for ethnic minorities and EAL pupils and targeted interventions. The overall conclusion of this study is that improvement in schools in London is an exceptional achievement and offers a worthwhile example of a success story that policymakers at both national and international levels can learn from. Lessons from London schools in tackling inequality and the policy and research implications are discussed critically in the final section.

Citation

Demie, F. (2023). Tackling Educational inequality: Lessons from London schools. Equity in education & society, 2(3), 243-266. https://doi.org/10.1177/27526461231161775

• Journal Article Type: Article
• Acceptance Date: Mar 10, 2023
• Online Publication Date: Mar 10, 2023
• Publication Date: 2023-11
• Deposit Date: Feb 29, 2024
• Publicly Available Date: Mar 8, 2024
• Journal: Equity in education and society
• Electronic ISSN: 2752-6461
• Publisher: SAGE Publications
• Peer Reviewed: Peer Reviewed
• Volume: 2
• Issue: 3
• Pages: 243-266
• DOI: https://doi.org/10.1177/27526461231161775
• Public URL: https://durham-repository.worktribe.com/output/2290302