Shain, Farzana. 2016. Succeeding against the odds: can schools ‘compensate for society’? Education 3-13, 44(1), pp. 8-18. ISSN 0300-4279 [Article]

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Abstract or Description

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.

Item Type:	Article
Identification Number (DOI):	https://doi.org/10.1080/03004279.2015.1122318
Additional Information:	This is an Accepted Manuscript of an article published by Taylor & Francis in "Education 3-13: International Journal of Primary, Elementary and Early Years Education" 31.12.2015, available online: https://www.tandfonline.com/doi/full/10.1080/03004279.2015.1122318
Keywords:	Compensatory education, social class, educational disadvantage, educational attainment, ‘Pupil Premium’
Departments, Centres and Research Units:	Educational Studies
Dates:	Date Event 26 October 2015 Accepted 31 December 2015 Published Online 2016 Published
Item ID:	28276
Date Deposited:	19 Mar 2020 15:01
Last Modified:	09 Jun 2021 13:14
Peer Reviewed:	Yes, this version has been peer-reviewed.
URI:	https://research.gold.ac.uk/id/eprint/28276

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