ࡱ> kmj &bjbjAA 44#y#yPwvvvvv8&&&ZZZ,7`&vZZZZZ&vv&&4;Zv&v&Zd.lrQ0vZZZ&&ZZZZZZZZZZZZ <:    Press release: embargoed until 00:01 hrs, Tuesday, September 3rd Government must tackle causes, not just symptoms, of poverty The government needs to concentrate on tackling the root causes of poverty and not just on addressing its symptoms in schools and universities, the new president of the British Educational Research Association will tell its annual conference today. Ministers, including the Education Secretary, Michael Gove, as well as those of other governments, talk a lot about addressing the low average achievement of disadvantaged pupils. But in doing so, they assume almost fatalistically that nothing can be done about the underlying issue behind the problem: the income gap between rich and poor, Professor Ian Menter of the University of Oxford will say. Without serious attention being paid to social and income inequalities, it seems unlikely that government efforts to close educational attainment gaps which are focused on what happens in the classroom will succeed. And the government needs to pay more attention to understanding the effects of its own wider policies, including welfare reform, on poorer childrens school life, Professor Menter will say as the conference opens at the University of Sussex today (Tuesday). Giving his inaugural presidential address to ɫ, Professor Menter will quote from the foreword of the 2010 schools white paper The Importance of Teaching - which set out the coalitions reform plans in England. In it, Mr Gove wrote that schools should be engines of social mobility. But, in fact, children from poorer homes started behind their wealthier contemporaries and then fell further and further behind, in terms of their average test and exam results, as they progressed through school, suggested the Education Secretary. Mr Gove had written: This injustice has inspired a grim fatalism in some, who believe that deprivation must be destiny. But for this government the scale of this tragedy demands action. Urgent, focused, radical action. Mr Gove then highlighted other regions and countries which had reformed their education systems, such as Singapore, Alberta in Canada and Finland, to good effect. Among the goals of their changes had been ensuring pupils benefited from a democratised access to knowledge and high education standards for all. But Professor Menter will say: Surely the obvious conclusion to draw from this analysis is to close the income gap between rich and poor. If there is a grim fatalism here it is the fatalism that ignores that possibility and places the entire responsibility on the schools. Of course, we do know that schools and teachers do have an impact on attainment and achievement but to ignore the root cause of educational inequality is, to put it politely, misleading. He will add that there are at least two problems with governments attempts to focus so much effort on the end product of inequality in schools - attainment gaps between pupils - welcome in themselves though these efforts might be. First, many initiatives that have sought to improve schooling have had the effect of either maintaining or even widening the gap because the initiative has had as much or more of a positive effect on the higher achievers as it has on the lower achievers. But secondly and more fundamentally, most of the initiatives have the simple error of addressing symptoms rather than causes. From the 1960s onwards, educational research has demonstrated consistently that educational achievement is closely associated with socio-economic patterns, Professor Menter will say. Mr Gove had referred to Finland. But Finland had far less income inequality than the United Kingdom and this was associated with a much smaller achievement gap in its schools. The Nordic country, Professor Menter will point out, achieves far better in the most well-known international testing study than does the UK. Citing a book on the countrys education success by the Finnish educationist Pasi Sahlberg, Professor Menter will add: Finlands success is against a very different background from that in England or even the wider UK, which is a much more stratified society with institutions of privilege for the privileged. Rather than simply trying to close achievement gaps, policy-makers should be seeking to prevent them developing in the first place. Policies such as early years initiatives were important. So was the Governments pupil premium policy, which is targeting extra funds at disadvantaged youngsters. Where this is being used carefully it is certainly securing some improvements for some learners in school, but it will not eliminate the gap, Professor Menter will say. Other teaching initiatives focusing on the most vulnerable children including in programmes being overseen by the National College for Teaching and Leadership and the Education Endowment Foundation charity might also have a positive impact for the recipients. But they did not address underlying causes of underachievement. Yet not only were ministers not paying enough attention to poverty, Professor Menter will suggest, but sometimes the impacts on children of their own policies and of wider trends, both inside and outside of schools, were not being considered seriously enough. We see a growing reduction in welfare benefits [but] where is the educational research into the impact of the bedroom tax on children? We have seen in a recentreport what the serious impact of moving school during the school year may be and we know that some children in the lowest income families are affected. Who is connecting that research with government welfare policy? The focus on narrowing gaps in achievement in the classroom between children from more prosperous homes and their more disadvantaged peers is not confined to England, Professor Menter will suggest, with policies including No Child Left Behind in the United States and talk in Scotland about persistent underachievers also evidence of this wider trend. And in England, the difficulties are not confined to schools, he will add, with the interaction of the new university fees regime with widening participation initiatives continuing to cause difficulty, he says, referring to some current research in Oxford. Professor Menters speech is being delivered to ɫ at 5.30pm today. Further information from: Warwick Mansell ɫ press officer 07813 204245 Email: warwickmansell@gmail.com Notes for editors: 1 The Importance of Teaching: Schools White Paper (2010) can be accessed here: http://bit.ly/Zhh1pl 2 Pasi Sahlbergs book is Finnish Lessons: What the World can Learn from Educational Change in Finland (2012). 3 The report setting out serious effects on pupils of moving school in the middle of an academic year is the RSAs Between the cracks: exploring in-year admissions in schools in England (2013). http://bit.ly/1dOYBjQ 4 The 39th annual conference of the British Educational Research Association is being held at the University of Sussex from Tuesday, September 3rd to Thursday, September 5th. More than 600 research papers will be presented during the course of the conference. The conference programme can be accessed via the ɫ website:  HYPERLINK "http://www.beraconference.co.uk" http://www.beraconference.co.uk ɫ ɫ The British Educational Research Association (ɫ) is a member-led charity which exists to encourage educational research and its application for the improvement of practice and public benefit. We strive to ensure the best quality evidence from educational research informs policy makers, practitioners and the general public and contributes to economic prosperity, cultural understanding, social cohesion and personal flourishing.      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