1. What do the data and research really tell us?
Lucy Stokes
National Institute of Economic and Social Research
Annual Inclusion Conference 2016
Fairfields Teaching School Alliance & Northamptonshire County Council
Boys’ achievement: research, strategies and success
18th November 2016 1

2. Introduction
Lower average educational attainment of boys continues to attract attention
Particular focus on White British boys
This presentation:
Gender gap in attainment
Attainment by ethnicity, disadvantage and gender
Why do pupils in some ethnic groups appear more resilient to effects of poverty?

3. The gender gap in educational attainment

4. KS4 attainment
Girls are more likely than boys to attain 5 or more GCSEs at grades A*-C including English and maths
In 2015, the gender gap stood at around 9 percentage points for England
Similar gap (around 11 percentage points) for Northamptonshire

5. KS4: 5+ A*-C GCSEs or equivalent including English & maths, by gender, 2015
Source: SFR01/2016: GCSE and equivalent results in England 2014/15, Department for Education

6. Attainment at primary school
Girls are also more likely than boys to reach the expected standard at KS2
This applies for most, but not all subjects
In addition, more girls than boys
reach the expected standard at KS1
achieve a good level of development in the EYFSP

7. KS2: % pupils reaching the expected standard in reading, writing & mathematics, England 2016 (provisional)
Source: SFR39/2016: National curriculum assessments at key stage 2, 2016 (provisional), Department for Education

8. KS2: % pupils reaching the expected standard by subject, England 2016 (provisional)
Source: SFR39/2016: National curriculum assessments at key stage 2, 2016 (provisional), Department for Education

9. KS2: % pupils reaching the expected standard, teacher assessments, England 2016 (provisional)
Source: SFR39/2016: National curriculum assessments at key stage 2, 2016 (provisional), Department for Education

10. KS2: % pupils reaching the expected standard by subject, Northamptonshire 2016 (provisional)
Source: SFR39/2016: National curriculum assessments at key stage 2, 2016 (provisional), Department for Education

11. KS2: % pupils reaching the expected standard, teacher assessments, Northamptonshire 2016
Source: SFR39/2016: National curriculum assessments at key stage 2, 2016 (provisional), Department for Education

12. KS1: % pupils reaching the expected standard, 2016
England
Northamptonshire
Source: Phonics screening check and Key stage 1 assessments in England. SFR 42/2016, Department for Education

13. EYFSP: % pupils achieving a good level of development, 2016
Source: Early years foundation stage profile (EYFSP) results: 2016

14. Summary A gender gap is apparent at all phases of the school system
The gender gap is already evident at age 5
Understanding trends over time is complicated by changes in the way attainment has been measured

15. Attainment by ethnicity, disadvantage and gender

16. White British pupils
Performance of White British pupils, particularly White British boys, has attracted considerable attention in recent years
Particular focus on “disadvantaged” White British pupils
Often referred to as “White working class”
In practice, eligibility for free school meals is often used as a proxy
Circumstances of pupils within the FSM group may vary considerably

17. Educational attainment by ethnicity
Overall, gaps in educational attainment by ethnic group have narrowed considerably over last 20 years
Over the period 2004 to 2013:
Most ethnic groups have seen improvement in attainment relative to White British pupils
Only “White other” group has seen a decline relative to White British pupils

18. % students achieving 5 GCSEs A*-C including English and maths
Source: Figure 6, Strand (2015)

19. Educational attainment by ethnicity and disadvantage
Among those pupils eligible for FSM, White British pupils were the lowest attaining group in 2013
Furthermore, the gap between ethnic minority pupils and White FSM pupils has increased over time
Not just a problem of White disadvantaged boys – White disadvantaged girls also show lower attainment

20. Per cent pupils attaining 5 or more GCSEs A
Per cent pupils attaining 5 or more GCSEs A*-C including English and Maths, FSM pupils, 2004 and 2013
Source: Table 9, Strand (2015)

21. 2013: Per cent pupils attaining 5 or more GCSEs A
2013: Per cent pupils attaining 5 or more GCSEs A*-C including English and Maths, FSM pupils
Source: Appendix 6, Strand (2015)

22. Educational attainment at primary school
At age 11, White British FSM pupils are second lowest achieving group (lowest is “White other”)
At age 5, White FSM pupils are among the three lowest attaining groups:
White British FSM pupils: 35% achieve “a good level of development
White Other FSM pupils: 34%
Pakistani FSM pupils: 34%

23. 2013: KS2 results
Source: Figure 19, Strand (2015)

24. 2013: KS2 results, FSM pupils Source: Appendix 7, Strand (2015)
% achieving level 4 or above
Source: Appendix 7, Strand (2015)

25. 2013: KS2 results, Non-FSM pupils
Source: Appendix 7, Strand (2015)

26. 2013: EYFSP, FSM pupils
Source: Appendix 8, Strand (2015)

27. 2013: EYFSP, Non-FSM pupils
Source: Appendix 8, Strand (2015)

28. Why do pupils in some ethnic groups appear more resilient to poverty?

29. Why do pupils in some ethnic groups appear more resilient?
Parental and family factors
Student factors
The role of schools
Other influences

30. Parental and family factors
Parental expectations and aspirations
Cultural differences, for example, in value placed on education?
Immigrant paradigm?
Parental engagement with schooling
Use of private tuition
Home learning environment

31. Student factors Students’ own aspirations and expectations
Both ‘risk’ and ‘resilience’ factors matter
Strand (2014) – on average, ethnic minorities had more resilience factors and fewer risk factors
Language and literacy skills
Influence of peer groups
both within school and beyond

32. The role of schools

33. The role of schools
Smaller contribution than parental/family characteristics
But still important – may be more amenable to intervention
Wilson et al. (2011):
Systemic school factors (e.g. curriculum)
Between-school factors (quality)
Within-school factors (teacher quality)
Do ethnic minority pupils attend different schools?

34. Other influences
Social capital “the pattern and intensity of networks among people and the shared values which arise from those networks” (ONS, 2003)
Perhaps not lower aspirations, but better information needed on how to convert aspirations into actions
Very difficult to measure!

35. Summary A gender gap is apparent at all phases of the school system
The gender gap is already evident at age 5
Among FSM pupils, all ethnic minority groups outperforming White British pupils
Not just boys; girls also show low attainment

36. Conclusions
The home, school, and the pupil all matter in improving attainment – initiatives need to target all areas
Help with language and literacy likely to be valuable (especially in early years)
Strategies effective for low-attaining groups may also raise attainment of high-attaining groups
Need for further evidence to inform future interventions aimed at raising attainment of White disadvantaged pupils

37. Further reading
Stokes, L., Rolfe, H., Hudson-Sharp, N., & Stevens, S. (2015). A compendium of evidence on ethnic minority resilience to the effects of deprivation on attainment. London: DfE Strand, S. (2015). Ethnicity, deprivation and educational achievement at age 16 in England: Trends over time. London: DfE. minorities-and-attainment-the-effects-of-poverty

38. What do the data and research really tell us?
Lucy Stokes
National Institute of Economic and Social Research
Annual Inclusion Conference 2016
Boys’ achievement: research, strategies and success
18th November 2016 38