Search

The article focuses on the views of British Minister of State for Schools, Nicolas John Gibbs regarding various issues concerning the Department for Education (DfE) in Great Britain as of January 2023. He comments on free school meals policy in special schools. He opines on the DfE's analysis of the effect of child poverty on their academic results. She refers to the department's strategies to to address the achievement gap for students from low-income families.

The article informs about efforts of Department for Education for providing help children catch up on learning lost during the COVID-19 outbreak, and the Government had invested a certain amount to help education settings boost pupils' learning, including early language support and summer schools. Topics include progress on narrowing the attainment gap between disadvantaged and other students; and effect of the COVID-19 outbreak on the attainment of pupils in receipt of free school meals.

The article focuses on the question asked in Great Britain's House of Commons to the Secretary of State for Education and the answers provided. Questions include postponement of Grammar School entry tests until November for 2021-22, steps taken to tackle the achievement gap in qualifications between male and female students in schools and measures to support schools in their provision of mental health support to children.

The article reports on the launch of a consultation on proposals for the 2019 education inspection framework at the Sixth Form Colleges Association Winter Conference. Amanda Spielman, chief inspector of the British Office for Standards in Education, expressed concerns on the effect of funding cuts on the quality and sustainability of education. She recognized some universities for the effective development for teachers, improvement in teaching and assessment and reduced achievement gaps.

The article discusses the report "Against the Odds," conducted by the Social Mobility Commission and the Education Observatory at the University of Wolverhampton to investigate characteristics of secondary schools that had been able to start closing the progress gap and achieve better outcomes for disadvantaged pupils. It is noted that authors of the report created a pupil premium primer to help schools to take initiative to tackle various socio-economic disadvantage.

The article focuses on the gaps between the least advantaged group and the most advantaged group with their access to the higher education. It discusses the substantial gaps for accessing young students in the least advantaged areas at higher-tariff universities, lesser students from disadvantaged backgrounds opting for higher-level employment or post-graduate study.

The article focuses on the report entitled "Closing the Regional Attainment Gap" from the All-Party Parliamentary Group (APPG) on Social Mobility regarding the regional attainment gap in England. Topics discussed include the map included in the report showing the general certificate of secondary education (GCSE) performance and attainment gaps, the success of the school improvement programme London Challenge, and the impact of school funding on disadvantaged pupils.

The article focuses on a report published by the All Party Parliamentary Group (APPG) on Social Mobility in Great Britian about closing the gap in educational attainment. The report reveals the average grade of disadvantaged pupils in their subjects. Meanwhile, remarks from several individuals regarding the report are presented including APPG's chairman Justin Madders, APPG's co-chairman Baroness Tyler, and general secretary Geoff Barton of the Association of School and College Leaders.

The article offers information on the heckling of Great Britain's Education Secretary Justine Greening at the Association of School and College Leaders (ASCL) conference when she was talking about her plans for new grammar schools. Topics discussed include the achievement gap between rich and poor students, the views of Office for Standards in Education's Chief Inspector Amanda Spielman on it, and the video recording of the heckling incident on a mobile phone camera.

The article discusses an educational attainment gap between poor and better-off pupils in Great Britain. According to a study from Sutton Trust, there is an attainment gap in mathematics, science and reading between the two groups of pupils. The research also revealed a decline the mathematics skills of pupils in Scotland since 2009.

The article discusses the findings of the first report of the Northern Powerhouse Partnership think tank which concluded that closing the educational attainment divide in the North and South of Great Britain will be key to success. Topics covered include its recommendations to improve the performance and aspiration of the North's schools and the quality of adult skills, the comment of shadow education secretary Angela Rayner on the report, and calls for improving the schooling system.

The article discusses statistics released by the British Department for Education (DfE) which suggest that the academies programme has improved the academic achievement levels of black students as well as reduced the achievement gap since 2010. Details are provided on the performance of black students in primary school tests and GCSEs (General Certificate of Secondary Education).

The article discusses the British Parliamentary Under-Secretary of State for Schools Lord John Alfred Stoddard Nash's March 2014 introduction of a debate in the House of Lords on the role played by primary and secondary schools in social mobility. Topics discussed include the achievement gap between low-income children and other children, the introduction of a free school meal program due to the connection between nutrition and learning, and the possibility of lengthening the school day.

The article discusses a speech about educational reform in Great Britain, delivered by Secretary of State Michael Gove in Westminster Hall, Great Britain, on February 22, 2012, as well as comments by Gove about school access and the achievement gap in Great Britain.

The article discusses "Equality and Quality in Education," a report released by the Organisation for Economic Co-operation and Development (OECD) on educational equality, focusing on achievement gaps and academic success for disadvantaged students in Great Britain.

The article reflects on the appearance of Great Britain's Secretary of State for Education Michael Gove before the Education Select Committee on January 31, 2012. The author discusses Gove's comments about educational accountability to ensure the closing of the achievement gap for students sitting the General Certificate of Secondary Education (GCSE) examinations. Also mentioned is Gove's response to member of parliament (MP) Ian Mearns about schools offering priority to children of staff.

The author focuses on the continuing achievement gap between those from higher and lower socio-economic groups as academic achievement and higher education participation rates showed marked difference in Great Britain. He suggests the sensibility of university admissions tutors to make lower offers to students in the light of the circumstances under which they were studying. He mentions the need to concentrate on narrowing attainment gaps much earlier in the educational careers of students.

The article discusses the education debate initiated by Lisa Nandy, formerly a member of the Education Select Committee in the parliament of Great Britain, regarding the effects of grammar and faith schools on children's learning. Topics discussed include benefits and drawbacks of grammar schools; educational attainment gaps in the country; the issue of fair funding in Britain's education policy; and the need for improved standards for grammar schools.

The article discusses the impact of educational reform to enhance equity and education quality of early childhood education and care in Dutch education. Reforms will reduce the risks of early tracking, promote peer collaboration and develop teacher professionalism across the lifecycle. Also emphasized is the essential of reform to ensure regular high standards and student progress across schools.

The article lists all statutory instruments dealing with education from all parts of Great Britain that were issued between September 29, 2003 and October 10, 2003. The first line of each entry gives the number of the statutory instrument and the country or countries within Great Britain to which it applies. The second line of each entry gives the name of the statutory instrument in bold type. This is followed by the identification of the Act from which the statutory instrument draws its enabling power.

The article highlights a study by Cambridge Assessment researchers Carmen Vidal Rodeiro and Nadir Zanini which found that state school pupils performed better at university than their counterparts in independent schools with similar A-Level results. Topics covered include earlier studies on the divide between the university performance of state and independent school students, effectiveness of A* grade at A-Level as a predictor of university performance, and debate on university admissions.

The author reflects on the potential outcome following the appointment of Jeremy Corbyn as leader of the British Labour Party. Topics discussed include the pledge on school accountability made by Shadow Secretary of State Lucy Powell during the Labour Party's 2015 conference, her views on the insufficient number of teachers in the region and the widening achievement gap between disadvantaged children and their peers, and the issue of political cuts in post 2016 education.

The article covers discussions regarding the attainment gap and deaf children in Great Britain held during the January 13, 2015 meeting of the British House of Commons. Particular attention is given to comments by member of Parliament Alison Seabeck in which she suggested that the academic achievement of deaf children was a health issue as well as one under the concern of the Department for Education.

The article reports that the achievement gap in British primary schools is closing between disadvantaged pupils and their peers. Topics discussed include the role of the British national curriculum in the success, the achievement in reading, writing, and maths, and the standard that was used to measure success.

The article discusses a debate in Scottish Parliament introduced by Conservative spokesman on education Liz Smith on the topic of the attainment gap in Scottish schools. Topics discussed include the educational attainment of low-income students in Scotland, the statements made by Cabinet Secretary for Education and Lifelong Learning, Michael Russell, and the impact of the failure of Scottish independence on Scottish education.

The article discusses research on the attainment gap in England's education, conducted by the National Foundation for Educational Research (NFER), which supports the reading initiative Read On. Get On and provides information on academic achievement at English schools.

The article reports that the charity Education Endowment Foundation (EFF) is considering feedback from the British government in response to the early years pupil premium consultation and plans to fund trials on interventions designed to reduce the attainment gap.

The article provides information on the Parental Engagement Fund, a fund created by the charities Sutton Trust and Esmée Fairbairn Foundation designed to address the attainment gap in Great Britain by supporting parental engagement projects.

The article presents information taken from a British Department for Education (DfE) report based on a phonics screening test and national curriculum assessments at key stage one in England. According to the report, white working class boys and special education needs (SEN) students experienced the most difficulties with phonics. Also covered are gender differences in achievement levels and the attainment gaps.

The article covers the 2014 Pupil Premium Awards, which honor British schools working to close the performance gap between poor students and their peers, noting that winning schools include Millfield Science and Performing Arts College, Park Junior School, and Ashmount School.

The article discusses a report released in May 2014 by the Joseph Roundtree Foundation regarding the attainment gap between rich and poor children in Scotland. Topics discussed include the rise in educational standards in Scotland, the use of attainment gap data in curriculum design, and the educational interventions that can be taken to close the attainment gap.

The article discusses the government department the Office for Standards in Education's (Ofsted's) South East Leadership Conference, educators discussions of closing the attainment gap between wealthy and low-income students, and HM Chief Inspector Sir Michael Wilshaw's attendance at the meeting.

The article covers a debate in the British House of Commons on February 25, 2014, introduced by Damian Hinds of East Hampshire, which addressed the gap in educational attainment among wealthy children and those eligible for free school meals. According to Hinds, the gap is due to the lack of fair opportunities in Great Britain as well as the disadvantaged of being born poor into predominantly wealthy areas such as London, England.

Statistics are given regarding the attainment gap as of 2013 between primary school students from low-income families, particularly those who participate in free school meals (FSM), and those from wealthier families.

The article discusses a speech given by Her Majesty's Chief Inspector (HMCI) Sir Michael Wilshaw regarding his proposed changes to the school inspection process used by the British Office for Standards in Education (Ofsted). Topics addressed by Wilshaw include the achievement gap, teacher quality, and parental involvement in schools. Comments from educational organizations including the National Union of Teachers (NUT) and the Association of School and College Leaders (ASCL) are also provided.

The article discusses statistics issued by the Welsh Assembly Government which indicate that Welsh students are outperformed by English students upon reaching Key Stage 3 (KS3).

Information about the ideas on system leadership, which was stressed during the Summer School on School Leadership conference organized by David Jackson and Denis Mongon of the Innovation Unit Ltd. of Scotland, is presented. It notes that the event has gathered about 100 delegates and local authorities that dealt how to address the achievement gap among students, teachers, and parents. A discussion of the Scottish education system was also presented by professor Laurie O'Donnell.

The article examines the election manifesto of political parties that concerns the educational system in Great Britain. The Labour Party promises to elevate standards for the promotion of excellence and narrow achievement gaps. The Conservative Party promises the restoration of discipline to the classroom, the elevation of the status of teaching and the creation of new generation of independently run state schools. The Liberal Democrats promises to reduce class sizes and set schools free.

The article discusses the academic achievement of the sexes. The British government, after analyzing the results of the Key Stage 1 tests in 2009, found that after 2 years of schooling boys were behind girls in English, arithmetic, and science. In writing there are only 75.3% of 7-year-old boys reaching the expected standard, compared to 86.7% of girls and this is a 0.4% increase in the achievement gap since 2006.

The article reports that research from the Equality Challenge Unit in Great Britain has found an increasing achievement gap between the proportion of black and minority ethnic students who achieve the First Class Honours or Second Class Honours in their undergraduate degrees compared to white students. The Equality Challenge Unit, which promotes higher education quality, analysed data from the Higher Education Statistics Agency for the years 2003-2004 to 2007-2008. The statistics are given.

The article discusses a report from Great Britain's University and College Union which found that where you live is the most reliable determiner of academic achievement. According to the article, the report found that the educational gap between the best and worst areas is increasing and exposes differences at the regional level and within major cities throughout Great Britain. The report also analysed educational achievement by Westminster parliamentary constituency.