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Succeeding against the odds: can schools ‘compensate for society’?

Abstract

Education researchers, policy-makers and practitioners in the UK have debated the question of what, and how much, schools can do to mitigate the effects of parental background on educational outcomes over the last half a century. A range of programmes, strategies and interventions have been implemented, and continue to be implemented in an effort to ‘break the link’ between socio-economic disadvantage and low educational outcomes, but educational inequalities have persisted. This paper draws on theoretical and empirical research to offer a new analysis of compensatory education in England across three main phases since the 1960s.

Acceptance Date Oct 26, 2015
Publication Date Jan 8, 2016
Journal Education 3-13
Print ISSN 0300-4279
Publisher Routledge
Pages 8-18
DOI https://doi.org/10.1080/03004279.2015.1122318
Keywords compensatory education, social class, educational disadvantage, educational attainment, Pupil Premium
Publisher URL http://dx.doi.org/10.1080/03004279.2015.1122318

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