'White boys' most persistent low educational achievers

Most of the persistent low achievers in England's schools are white boys from poor backgrounds, a study by the Joseph Rowntree Foundation has revealed.

The two-and-a-half year study, conducted by London School of Economics academics, found that nearly half of all low achievers leaving school are white British males. Boys were found to generally outnumber girls as low achievers by three to two and have poorer reading and writing skills in primary schools. Researchers said that children with early reading and writing problems are more likely to become low achievers at the age of 16.

The study found that Chinese and Indian pupils were most likely to succeed, while Black Caribbean pupils were the least successful, although their results have been improving faster than average.

Black Caribbean pupils were also over-represented among the group of children who do well at primary schools, but who end up with low achievement when they leave school.

The report found that nearly 5% (28,000) of all pupils in state schools received no GCSE passes, while almost a quarter (146,000) scored no passes above the 'D' grade.

The authors of the report analysed earlier data and found that 14% of low achievement was attributable to school quality and that both school quality and expenditure on pupils varied considerably among local authorities.

Lead report author Professor Robert Cassen said: "Disadvantaged children are behind educationally before they enter school and need more pre-school help. Improvements could be made to identify and support children who are late in learning to read and write at primary school and to address their problems before they become entrenched.

"It is expensive - but even more expensive not to do it. Disadvantaged students are also more likely to attend poorly performing secondary schools. And they can miss out on the best teaching if they are regarded as unable to help their school's league table position. There are practical measures that would significantly cut down the number of low achievers."

The report suggested a number of policy changes including: improving early years provision to reach the most disadvantaged, especially in parenting and early learning; bringing intensive reading help to those behind in learning to read in primary school; reforming features of the secondary school system which contribute to low achievement, particularly league tables and selection; reaching more fully those who most need help (children in public care and those with special educational needs); and funding schools more adequately in relation to disadvantage.

Professor Cassen said: "Several government policies have had positive effects, but some have not been implemented as they should be and others are overdue for reconsideration."

(KMcA)