Education Policy: Evidence of Equity and Effectiveness

by Stephen Gorard

Overview

What has been done to achieve fairer and more efficient education systems, and what more can be done in the future? Stephen Gorard provides a comprehensive examination of crucial policy areas for education, such as differential outcomes, the poverty gradient, and the allocation of resources to education, to identify likely causes of educational disadvantage among students and lifelong learners. This analysis is supported by 20 years of extensive research, based in the home countries of the UK and on work in all EU28 countries, USA, Pakistan and Japan. This approachable, rich text brings invaluable insights into the underlying problems within education policy, and proposes practical solutions for a brighter future.

Product Details

ISBN-13:	9781447342182
Publisher:	Policy Press
Publication date:	09/05/2018
Sold by:	Barnes & Noble
Format:	eBook
Pages:	224
File size:	5 MB

About the Author

Stephen Gorard is Professor of Education and Public Policy at Durham University. He is a member of the UK DfE Associate Pool, the British Academy grants panel, the ESRC commissioning panel for Strategic Networks, and Fellow of the Academy of Social Sciences. He regularly gives advice to governments and other policy-makers, and is a widely read and cited methodologist, involved in international and regional capacity-building activities, and used as an adviser on the design of rigorous evaluations by central and local governments, NGOs and charities.

Table of Contents

List of figures and tables vi

List of abbreviations xi

About the author xiv

Preface xv

Acknowledgements xvii

Part 1 Introduction

1 Introduction: themes of the book 3

2 The nature of the evidence assembled 7

3 Differential outcomes at school and beyond 25

Part 2 Possible explanations

4 The clustering of access to schools 47

5 Differential attainment at school 65

6 Differential school effects 81

7 School improvement 101

8 Learning beyond institutions 113

9 The wider outcomes of schools as societies 129

10 Widening participation to higher education 147

11 The supply of professionals 171

12 Widening participation to other opportunities 187

Part 3 Conclusion

13 Where now for equity and effectiveness policy? 205

References 215

Index 249

What People are Saying About This

From the Publisher

"'Extends a growing body of critical evidence to inform policy and practice in education, with particular regard to inequalities and social justice. The book provides an expert voice and will appeal to policy makers, school leaders, teachers, students and higher education professionals as well as any individuals interested in the future of education." Feyisa Demie, Durham University

"Gorard has a habit of making his readers confront the unsettling facts of education policy in a way only a researcher of his calibre and insight can. Policy-makers, take note." Stuart Kime, Evidence-based Education

"Ambitious and eruditely written, this book is a myth-busting tour de force bringing together 20 years of evidence to tackle the most pressing issues in education policy and research." Andrew Wilkins, University of East London

Editorial Reviews

"A rather remarkable book by a rather remarkable academic. I know that students, education practitioners and researchers will make good use of this book; I sincerely hope that it falls into the hands of politicians and policy-makers where it may interrupt some of the policy-problems it identifies." Educational Research and Evaluation

"...An important and accessible synthesis of evidence relating to an array of policy areas across the UK and international settings... Every chapter outlines practical, achievable approaches to improving education and the final conclusion discusses ways that researchers and policymakers could work together more effectively. This belief that things can and should improve is an important message for all of us interested in education and policy research." Journal of Education Policy

From the Publisher

A rather remarkable book by a rather remarkable academic. I know that students, education practitioners, and researchers will make good use of this book; I sincerely hope that it falls into the hands of politicians and policy-makers where it may interrupt some of the policy-problems it identifies.

Educational Research and Evaluation