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9781032231372

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"""Growing up as a child on an inner-city Midlands’ council estate in the 1970s and 80s, I was in receipt of free school meals. Little did I realise then that over 40 years later, in one of the advanced nations in the world, I would be reading a book about what can be done to make schools better for disadvantaged students. This superb work by Professors Gorard, See and Siddiqui builds on years of their research in this field and clearly highlights the impact on the education outcomes, especially at Key Stage 4, of children who are raised in persistent poverty. The authors provide compelling evidence for a less segregated approach to schooling and the positive impact this would have on reducing the disadvantage gap. For me, this is where policymakers’ efforts need to be focused as opposed to criticising schools who serve wonderful but persistently disadvantaged communities."" - Darren Hankey, Principal of Hartlepool College of Further Education, UK ""This book is original and presents innovative analyses of large-scale and longitudinal trajectories from the National Pupil Data (NPD) in England. It also provides evidence on the impact of funding in tackling educational disadvantage. I agree with the editors that ‘overcoming socioeconomic disadvantage in education has been an important policy area in which international and local government have made huge investments over the last two decades.’ However, there is little evidence-based research to support funding policy that policy makers and school improvement practitioner can use at national and international level. In my view the book “Making Schools Better for Disadvantaged Students” will fill the gap in the field at present. […] I would argue that at present there is lack of good books on tackling educational disadvantaged that are based on strong empirical evidence which may be used by academics, students, policy makers and practitioners in the area of disadvantaged and school funding. Some of the available research in the field are dispersed all over the literature…. Drawing on the various policy initiatives, this book provides comprehensive empirical evidence on education which I have not came across in the field with my 27 years working in the education sector. This is welcome news."" - Feyisa Demie, Head of Research at Lambeth LA and Honorary Professor, University of Durham, UK. For an association like ours, whose mission is for Quebec to have a fair education system by eliminating the school segregation caused by subsidized private schools and selective public schools, this book is vital. Many academics are reluctant to draw policy conclusions from their research, but this is certainly not the case with Making Schools Better for Disadvantaged Students. The authors’ recommendations are clear and set out in jargon-free language. For those of us whose job it is to convince the general public and elected representatives of the importance of fairness in education, the evidence contained in this book provides powerful arguments. Hopefully, it will help us to finally put our education system (and society as a whole) on the road to equity. - Stéphane Vigneault, coordinator, École ensemble | ecoleensemble.com As Chair of Comprehensive Future I hear on a daily basis about the unfairness which riddles our school system through academic selection and poverty. The segregation created by the viciously competitive 11-plus test has little to do with ‘academic potential’ and everything to do with whether a child’s family is affluent and middle class or poor and working class. At Comprehensive Future we are passionate admirers of the work of Gorard, Siddiqui and See. They stand alone as researchers whose work consistently demonstrates that every child, and indeed the whole of society, benefits from an inclusive education. Their latest book is an exciting and ambitious work examining polices worldwide for reducing the poverty attainment gap for disadvantaged students. It offers persuasive arguments not just for an inclusive education system but for educational policies and appropriately targeted funding for students who are persistently at risk of educational disadvantage. - Nuala Burgess, Chair of education pressure group Comprehensive Future, and Research Associate, School of Education, Communication and Society King’s College London, UK ""Growing up as a child on an inner-city Midlands’ council estate in the 1970s and 80s, I was in receipt of free school meals. Little did I realise then that over 40 years later, in one of the advanced nations in the world, I would be reading a book about what can be done to make schools better for disadvantaged students. This superb work by Professors Gorard, See and Siddiqui builds on years of their research in this field and clearly highlights the impact on the education outcomes, especially at Key Stage 4, of children who are raised in persistent poverty. The authors provide compelling evidence for a less segregated approach to schooling and the positive impact this would have on reducing the disadvantage gap. For me, this is where policymakers’ efforts need to be focused as opposed to criticising schools who serve wonderful but persistently disadvantaged communities."" - Darren Hankey, Principal of Hartlepool College of Further Education, UK ""This book is original and presents innovative analyses of large-scale and longitudinal trajectories from the National Pupil Data (NPD) in England. It also provides evidence on the impact of funding in tackling educational disadvantage. I agree with the editors that ‘overcoming socioeconomic disadvantage in education has been an important policy area in which international and local government have made huge investments over the last two decades.’ However, there is little evidence-based research to support funding policy that policy makers and school improvement practitioner can use at national and international level. In my view the book “Making Schools Better for Disadvantaged Students” will fill the gap in the field at present. […] I would argue that at present there is lack of good books on tackling educational disadvantaged that are based on strong empirical evidence which may be used by academics, students, policy makers and practitioners in the area of disadvantaged and school funding. Some of the available research in the field are dispersed all over the literature…. Drawing on the various policy initiatives, this book provides comprehensive empirical evidence on education which I have not came across in the field with my 27 years working in the education sector. This is welcome news."" - Feyisa Demie, Head of Research at Lambeth LA and Honorary Professor, University of Durham, UK. For an association like ours, whose mission is for Quebec to have a fair education system by eliminating the school segregation caused by subsidized private schools and selective public schools, this book is vital. Many academics are reluctant to draw policy conclusions from their research, but this is certainly not the case with Making Schools Better for Disadvantaged Students. The authors’ recommendations are clear and set out in jargon-free language. For those of us whose job it is to convince the general public and elected representatives of the importance of fairness in education, the evidence contained in this book provides powerful arguments. Hopefully, it will help us to finally put our education system (and society as a whole) on the road to equity. - Stéphane Vigneault, coordinator, École ensemble | ecoleensemble.com As Chair of Comprehensive Future I hear on a daily basis about the unfairness which riddles our school system through academic selection and poverty. The segregation created by the viciously competitive 11-plus test has little to do with ‘academic potential’ and everything to do with whether a child’s family is affluent and middle class or poor and working class. At Comprehensive Future we are passionate admirers of the work of Gorard, Siddiqui and See. They stand alone as researchers whose work consistently demonstrates that every child, and indeed the whole of society, benefits from an inclusive education. Their latest book is an exciting and ambitious work examining polices worldwide for reducing the poverty attainment gap for disadvantaged students. It offers persuasive arguments not just for an inclusive education system but for educational policies and appropriately targeted funding for students who are persistently at risk of educational disadvantage. - Nuala Burgess, Chair of education pressure group Comprehensive Future, and Research Associate, School of Education, Communication and Society King’s College London, UK"

"""Growing up as a child on an inner-city Midlands’ council estate in the 1970s and 80s, I was in receipt of free school meals. Little did I realise then that over 40 years later, in one of the advanced nations in the world, I would be reading a book about what can be done to make schools better for disadvantaged students. This superb work by Professors Gorard, See and Siddiqui builds on years of their research in this field and clearly highlights the impact on the education outcomes, especially at Key Stage 4, of children who are raised in persistent poverty. The authors provide compelling evidence for a less segregated approach to schooling and the positive impact this would have on reducing the disadvantage gap. For me, this is where policymakers’ efforts need to be focused as opposed to criticising schools who serve wonderful but persistently disadvantaged communities."" - Darren Hankey, Principal of Hartlepool College of Further Education, UK ""This book is original and presents innovative analyses of large-scale and longitudinal trajectories from the National Pupil Data (NPD) in England. It also provides evidence on the impact of funding in tackling educational disadvantage. I agree with the editors that ‘overcoming socioeconomic disadvantage in education has been an important policy area in which international and local government have made huge investments over the last two decades.’ However, there is little evidence-based research to support funding policy that policy makers and school improvement practitioner can use at national and international level. In my view the book “Making Schools Better for Disadvantaged Students” will fill the gap in the field at present. […] I would argue that at present there is lack of good books on tackling educational disadvantaged that are based on strong empirical evidence which may be used by academics, students, policy makers and practitioners in the area of disadvantaged and school funding. Some of the available research in the field are dispersed all over the literature…. Drawing on the various policy initiatives, this book provides comprehensive empirical evidence on education which I have not came across in the field with my 27 years working in the education sector. This is welcome news."" - Feyisa Demie, Head of Research at Lambeth LA and Honorary Professor, University of Durham, UK. ""Growing up as a child on an inner-city Midlands’ council estate in the 1970s and 80s, I was in receipt of free school meals. Little did I realise then that over 40 years later, in one of the advanced nations in the world, I would be reading a book about what can be done to make schools better for disadvantaged students. This superb work by Professors Gorard, See and Siddiqui builds on years of their research in this field and clearly highlights the impact on the education outcomes, especially at Key Stage 4, of children who are raised in persistent poverty. The authors provide compelling evidence for a less segregated approach to schooling and the positive impact this would have on reducing the disadvantage gap. For me, this is where policymakers’ efforts need to be focused as opposed to criticising schools who serve wonderful but persistently disadvantaged communities."" - Darren Hankey, Principal of Hartlepool College of Further Education, UK ""This book is original and presents innovative analyses of large-scale and longitudinal trajectories from the National Pupil Data (NPD) in England. It also provides evidence on the impact of funding in tackling educational disadvantage. I agree with the editors that ‘overcoming socioeconomic disadvantage in education has been an important policy area in which international and local government have made huge investments over the last two decades.’ However, there is little evidence-based research to support funding policy that policy makers and school improvement practitioner can use at national and international level. In my view the book “Making Schools Better for Disadvantaged Students” will fill the gap in the field at present. […] I would argue that at present there is lack of good books on tackling educational disadvantaged that are based on strong empirical evidence which may be used by academics, students, policy makers and practitioners in the area of disadvantaged and school funding. Some of the available research in the field are dispersed all over the literature…. Drawing on the various policy initiatives, this book provides comprehensive empirical evidence on education which I have not came across in the field with my 27 years working in the education sector. This is welcome news."" - Feyisa Demie, Head of Research at Lambeth LA and Honorary Professor, University of Durham, UK."

Author Information

Stephen Gorard is Professor of Education and Public Policy at Durham University, UK. Beng Huat See is Professor of Education Research at Durham University, UK. Nadia Siddiqui is Associate Professor of Education at Durham University, UK. Together they form the Directorial team for the Durham University Evidence Centre for Education (DECE).

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