Refining Measures of Poverty and Their Impact on Student Progress in England

Publication Summary

This chapter presents the findings from an ESRC-funded secondary data initiative project. The authors are currently looking at different ways of estimating disadvantage in schools in England based on existing datasets, creating new variables to encompass individual ‘trajectories’ of disadvantage, and applying these to analyses of school intakes and outcomes. For example, we take a variable such as whether a pupil is eligible for free schools meals (FSM) in any year (or whether data is missing), and collate this for every year the pupil was in compulsory schooling. The results can be used to create new variables, such as how many years a child has been FSM-eligible, for the individual and for those they go to school with. We do the same thing with other background variables such as living or going to school in a deprived area, having a special educational need (SEN), having English as an additional language (EAL), and even ethnic classification. We are also linking our new records to other datasets such as the Longitudinal Study of Young People in England (LSYPE) to see how well our new trajectory variables match the richer data, such as parental occupation and income, in such smaller datasets. This chapter looks at improving measures of student poverty in education in order to see what light this casts on substantive issues, such as the purported underachievement of specific groups, schools and regions. It suggests that some policies are being misdirected, and that funding to improve results for poorer students is not being targeted efficiently.