Kids in the UK's poorest communities left behind with more and more trapped in poverty
A new report's found that In 2020 the average GCSE grade gap between pupils from the most deprived areas was more than one and a quarter times lower than those from better off regions
Last updated 10th Feb 2022
There's a warning children living in some of the hardest hit areas, like Sunderland and Tower Hamlets, are falling even further behind at school - with more and more trapped in long-term poverty.
In 2020, the average GCSE grade gap between pupils trapped in long-term poverty - those eligible for free school meals for 80% of their schooling or more - were 1.6 grades behind their peers.
While this shows awarding teacher-assessed grades in 2020 did not disadvantage poorer pupils - in 2019, when public exams went ahead, the gap was 1.62 grades - it also reveals that there has been no progress in closing the gap since 2011.
The report, from the Education Policy Institute (EPI), also found that the grade gap between disadvantaged pupils - those eligible for free school meals at any time over the last six years - had stalled, with a gap of 1.24 grades in 2020 compared with 1.26 in 2019, and little progress made in closing it since 2017.
The proportion of pupils who were "always" disadvantaged has risen to 25% in 2020
The researchers found that there had been a "marked increase" in long-term poverty among poorer pupils in recent years.
In 2020, 39% of poorer pupils had been eligible for free school meals for 80% of their schooling or longer, up from 35% in 2017,
The proportion of pupils who were "always" disadvantaged - those on free school meals for 100% of their schooling - had also risen from 19% of all disadvantaged students in 2017 to 25% in 2020.
The report also found considerable gaps between different geographic areas, with the largest grade gaps in 2020 seen in Knowsley (1.76 grades), Blackpool (1.69), Salford (1.66), Derby (1.65) and Sheffield (1.61), all of which were identified as education "cold spots" in the Government's Levelling Up White Paper, with the exception of Sheffield.
Which areas have the largest disadvantage gaps?
Areas with the largest disadvantage gaps were more likely to have a high proportion of pupils in long-term poverty, and for several areas, over half of their disadvantaged pupils fell into this group.
These include:
1. Kirklees (58%)
2. Sunderland (54%)
3. Halton (53%)
4. Tower Hamlets (53%)
5. Middlesbrough (53%)
6. Knowsley (52%)
7. Kingston-Upon-Hull (52%)
8. Hartlepool (51%)
The report also found that poorer pupils in 16-19 education were on average the equivalent of 3.1 A level grades behind wealthier peers across their best three qualifications in 2020, compared to 2.9 grades in 2019.
For pupils aged 16-19 in long-term poverty, the gap stood at 4 grades in 2020, compared to 3.7 in 2019.
"A decade of failure" improving attainment for pupils in long-term poverty
Emily Hunt, a co-author of the report and associate director at EPI, said that the paper showed there had been a "decade of failure" when it came to improving attainment for pupils in long-term poverty.
"Our research shows that despite Government policy interventions, there has been a decade of failure to improve the relative outcomes of students in long-term poverty - with these students still trailing their better-off peers by over a full grade and a half at GCSE," she said.
"Not only has this education gap failed to narrow since 2011, but the proportion of poorer students falling into long-term poverty is now on the rise," she added.
Ms Hunt said that after "two years of disruption from the pandemic" it was "particularly critical" for the Government to act to "reverse this tide of stagnating social mobility".
David Robinson, report co-author and director of Post-16 and Skills at EPI, said that it was "deeply concerning" that the grade gaps between poorer college and sixth form students and their peers were widening.
"Our research findings are very clear: these growing inequalities were driven by A levels gaining more from the system of teacher assessed grades than Applied General Qualifications, which far more disadvantaged students take. The result is that poorer students could have lost out when competing for university places," he added.
"These findings ought to alarm the Government, and we hope that urgent action is taken to ensure that students taking BTECs and other alternatives to A levels do not lose out again in 2022."
Students from lower income families are less likely to study A levels
Cheryl Lloyd, education programme head at the Nuffield Foundation, which funded the research, said: "Students from lower income families are less likely to study A levels, which saw larger grade increases in 2020 than applied general qualifications such as BTECs.
"This means that young people from disadvantaged backgrounds were effectively penalised for not studying A levels, and the disadvantage gap in 16-19 education has become further entrenched.
"The report also shows that disadvantage gaps are greatest in areas of the country that have a large proportion of students in long-term poverty.
"While the Government's Levelling Up White Paper promises to address geographical disparities, it is important that this is supported by action to address persistent underlying inequalities in the UK, such as poverty, which is having an increasingly detrimental effect on the educational outcomes of young people."
Mary Bousted, Joint General Secretary of the National Education Union, said the report was a "verdict on the dismal record of governments over the last decade and more".
"Since 2009, we have had years of rhetoric and precious little effective action," she added.
"Worsening poverty has had what the EPI report is right to call a 'decisive' impact on the education of children and young people. 4.3 million children - or nine in a classroom of 30 - are living in poverty. This speaks of untold hardship endured the length and breadth of the UK."
"Education policies alone are not capable of addressing a problem on this scale - but they can certainly make it worse. Exam factory cultures, and the downgrading of creativity and vocational education have introduced disincentives to learning. In the way they are currently used, grades which are rationed and rely entirely on examinations work to lessen the chances of disadvantaged students."