How do we as educators narrow the gap between advantaged and disadvantaged?

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The gap in performance, using the five A*-C (GCSE) measure was 29 per cent in 2011. It reduced slightly (to 27 per cent) in 2012 but remained at the same level in 2013 between advantaged and disadvantaged students has remained similar with the introduction of the points system (Department for Education. 2015). As educators we must strive for the best for all our students, disadvantaged or not. Pushing them to achieve their goals and helping students realise their full potential. This might help more students, especially white working class boys, go onto further education.

There is a lot of interest about the gap, additional funding for schools and interest in what schools are doing about helping students who are disadvantaged. However, a large proportion of students who do not fall into the disadvantaged bracket, so do not get the additional funding or support, but are not from families with much disposable income and therefore should also be highlighted.

Engaging all students, whether they are disadvantaged or not must be a priority for educators. Generating this “spark” and love of learning will be different for different schools, areas and most importantly the individuals but will no doubt help improve individual performance, school performance and help increase social mobility and enable all students, regardless of their background to attend top universities.

 

 
Reference

Department for Education (2015). Supporting the attainment of disadvantaged pupils: articulating success and good practice.

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