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This investigation studied attainment in students with dyslexia or other specific learning difficulties who were taking modules by distance learning with the Open University in 2012. Students with dyslexia or other specific learning difficulties who had no additional disabilities were just as likely as nondisabled students to complete their modules, but they were less likely to pass the modules that they had completed and less likely to obtain good grades on the modules that they had passed. Students with dyslexia or other specific learning difficulties who had additional disabilities were less likely to complete their modules, less likely to pass the modules that they had completed and less likely to obtain good grades on the modules that they had passed than were nondisabled students. Nevertheless, around 40% of students with dyslexia or other specific learning difficulties obtained good grades (i.e. those that would lead to a bachelor's degree with first-class or upper second-class honours). [ABSTRACT FROM AUTHOR]

This contribution takes the form of a reflective essay informed by 15 years of working and undertaking research with young people at risk of social exclusion and non-participation in the post-compulsory education and training system in the UK. In particular, it draws upon our experience of working with young people, youth workers and other adults in the 'Engaging Youth Enquiry' undertaken as part of the Nuffield 14-19 Review. This research challenges two key policy assumptions: raising aspirations will lead to increased educational engagement and attainment and thereby reduced social exclusion; and that an alternative more 'vocational' curriculum will improve young people's life chances. The work indicates a clear need to pay much greater attention to opportunity structures in thinking through policy interventions to support young people's transitions to the labour market. [ABSTRACT FROM AUTHOR]

The article focuses on the research project Increasing Student Competence and Confidence in Algebra and Multiplicative Structures (ICCAMS), aimed at finding ways to enhance students' attainment and participation in various fields including mathematics, science, and engineering. The research is being done in England and it consists of two phases. The first phase involves a survey on the accomplishment of multiplicative reasoning and algebra in students of 11-14 years of age while the second phase focuses on a collaborative study to improve their attainment. The project also compares children's current attainment with that during the 1970s.