By Dr Theo Cox, Theo Cox, Ronald Davie
The recent Labour govt places schooling, schooling, schooling on the center of its time table yet is it doing adequate to wrestle academic disadvantage?Combating academic drawback units the dialogue of academic drawback in the socio-political context of the Eighties and Nineties, with its marketplace philosophy in schooling and brings jointly the contributions of major writers and researchers of overseas status.
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Extra resources for Combating Educational Disadvantage: Meeting the Needs of Vulnerable Children
There were direct political attempts to influence the development of subject content, particularly English and history, in a monocultural and anglocentric direction. Governments around the world have embraced the school choice movements with varying degrees of enthusiasm and a variety of approaches to choice are in operation globally (OECD, 1994). However, Chubb and Moe (1992), authors of an influential text on markets and US schools have argued that there has been an international welcome for greater choice and accountability in schooling, and that education markets have many advantages over central control and its associated bureaucracy.
Confusing Data Available data does point to significant gender differences in girls’ favour up to GCSE and especially in English, where the performance gap between boys and girls is widest (EOC OFSTED, 1996; DfEE, 1997a). But the picture is by no means clear. All too often simplistic, statistical interpretations which concentrate entirely on gender differences serve to shore up a universal notion of boys’ underachievement and present a picture which powerfully obscures and confuses enduring inequalities in attainment (Plummer, 1998).
For example, a major index of deprivation is the takeup of free school meals, not the eligibility, but many ethnic minority pupils do not take up their entitlement to free school meals. Minority students are further disadvantaged by new funding mechanisms because local education authorities now have very little money available to support the range of activities developed during the 1970s and 1980s to assist ethnic minority students. Multicultural education centres have been closed down and local authority multicultural advisers have lost their jobs (Richardson, 1992).