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Social Class and Ethnic Inequalities in Education.

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Raising Standards for all During recent years, Local Education Authorities have made great progress in improving the educational attainment of, and equality of opportunity for, their minority ethnic pupils. The Government will shortly be taking funding decisions which may have a profound impact on Local Education Authorities, and ultimately schools, ability to continue making such improvements. The Local Government Association's High Ethnicity Authorities' Special Interest Group is campaigning for the continued recognition of the funding required to support the needs of ethnically diverse communities in the distribution of resources to local authorities. Adequate funding must be available for those local education authorities with high numbers of pupils from minority ethnic groups. ...read more.


*?All pupils, whatever their ethnic group, are achieving better results than ever before. *?However, African-Carribean, Pakistani and Bangladeshi pupils are still markedly less likely to attain five higher grade GCSEs than their White or Indian peers. The gap is bigger now than a decade ago. Certain ethnic groups are more likely to face exclusion from school *?Educating children who have been excluded from mainstream schooling costs about four times as much as educating them within the mainstream system. *?School exclusion rates vary across ethnic groups: - 1.5 in every 1000 White pupils are excluded - 2.1 in every 1000 Black African pupils are excluded - 4.9 in every 1000 Black Other pupils are excluded - 5.8 in every 1000 Black Caribbean pupils are excluded Research ...read more.


*According to Craft, context is an important aspect of this area. The 'influence of neighbourhood or the school play an important part'. Working class pupils in larger suburbs 'might be subject to significantly different home environmental pressures than those in the small towns and larger cities' *Even at equal ability levels children deemed to be working-class are 'far more likely than middle class children to deteriorate in performance and to leave school at the earliest possible age' (Craft, 1970, p4). *The richest third of the population have two thirds of the university places. *The percentage of pupils getting five or more GCSEs at grades A-C is also an indicator: Grammar 84.7%; Independent 80.7%; Comprehensive 28.7%. *There are 'strong and continuing links between the selection procedures and social background' (Smith and Noble, 1995). Vincent Stevenson ...read more.

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