This report investigates patterns of academic attainment for different subgroups of a longitudinal sample of more than 3,000 students whose educational outcomes were studied across different phases of school and pre-school from age three to age 18.
The report is the second in a series produced using the EPPSE dataset for the Sutton Trust studying AS and A-level outcomes for students and the drivers of academic success in advanced level studies. In this report by Pam Sammons, Katalin Toth, and Kathy Sylva, we study equity differences in outcomes for different groups of students. We also illustrate the powerful role of background factors such as gender, ethnicity and disadvantage in shaping educational outcomes, success and educational futures.
- Continued support for the pupil premium, to improve attainment for all disadvantaged pupils, while looking at the external effects that may compound the disadvantage.
- Support to encourage reading for pleasure, educational trips and out-of-school study opportunities should be provided to promote attainment for disadvantaged students at all ages.
- Continue to recognise the double disadvantage experienced by pupils in the poorest communities through the funding system and stronger accountability.
- Some groups of students, particularly white working class boys, should have additional encouragement and support to enable them to engage in self-directed study, do sufficient homework and read more books, the activities that provide extra academic dividends.
- All pupils should receive a guaranteed level of careers advice from professional impartial advisers.
- Targeted local programmes to drive up school standards.