(PDF) Education Policy in the UK
6 Pages1346 Words23 Views
Added on 2021-04-24
(PDF) Education Policy in the UK
Added on 2021-04-24
ShareRelated Documents
Running head: ACHIEVEMENT IN EDUCATIONAL SYSTEM IN UKAchievement in Educational System in UKName of the studentName of the UniversityAuthor note
1ACHIEVEMENT IN EDUCATIONAL SYSTEM IN UKEducational Achievement of Different Social GroupsClassThe data collected from the Department for Education pointed out children from ablack background are among the lowest achieving group. 53.1% of pupils among the blackachieved at least 5 A* - C GCSEs grades in the subjects English and Mathematics. Thepercentage is 3.4 point below the national average which is 56.6%. However there is gradualimprovement among them as the black pupils have achieved 75.5% in English and 68.4% inMathematics. Hyman has stated that the home culture plays an important role in convergenceof that of educational achievement between different classes. Hyman has stated that theculture prevailing in home places the students who belonged to the working class at adisadvantaged position (Hyman 2017).GenderData that has been gathered from that of the Department for Education revealed thatgirls had outperformed the boys by that of 10 percentage points in the year 2014. It was foundwith the help of data that 61.7 % of the girls were able to achieve 5A*-C GCSE grade thatincluded English and Mathematics (Wals 2014). The boys on the other hand got 51.6 %. Itwas evident that there was a gap of 10.1 percentage point.EthnicityChinese pupils were the best achievers. 74.4 % of the Chinese pupil were able toachieve 5 A- C GCSE grade that included English and Mathematics. This accounts to be 17.9percentage points above that of the national average that is 56.6 % (Bock 2014). It was foundthat children who were from the black background were the ones who achieved the lowest.According to Doughlas, this is owing to the fact that the parents of these children did not
2ACHIEVEMENT IN EDUCATIONAL SYSTEM IN UKsupport the intellectual development of children. The Pupils who were eligible for that ofFree School Meals (FSM) were made use of that can help in highlighting those who hadcome from household whose income was less than that of 16000 Pound. It was found that theFSM pupils were 30 % point behind that of the non FSM pupil. Around 33.5 % were eligiblefor that of FSM and they got 5A*-C GCSE grade that was inclusive of English andMathematics as compared to that of 60.5 % of the other pupils (Reynolds et al. 2014).Different Relationships and Processes that have an impact on Educational AchievementTeacher/pupil reationshipsFinancial incentives that are provided to the women account for the higher number ofwomen enrolling in the university. The inferior performance of the boy is due to the fact thatthey do not study hard at the school and are more prone to spending time over that of theinternet. Study from that of the Institute of Education revealed that the people of 15 yearswho were from Chinese families are equivalent to children of other states who were two yearahead of them (Leyland 2016).Pupil subculturesHard work and that of parental engagement are the major factors that led to theirsuperior performance. Children from that of the black background do not perform wellacademically because they do not get guidance from their family and they are also not paidproper attention by the teachers at the school.Hidden curriculumThe pupil who were eligible for that of free school meal were much behind that of thenon FSM pupil because are deprived of suitable materials that has an influence on that of theeducational outcome (Phillips 2015).
End of preview
Want to access all the pages? Upload your documents or become a member.