Yes, unfortunately there is a disadvantage gap in the UK education system, often referred to as the “achievement gap” or “attainment gap.” This refers to the disparities in educational outcomes between students from disadvantaged backgrounds compared to their more advantaged peers. The disadvantage gap encompasses differences in academic achievement, progression to higher education, and overall life chances.

Here are a few statistics that might surprise you;

– According to the Education Policy Institute’s analysis in 2020, disadvantaged pupils in England are 18.1 months behind their more affluent peers by the time they finish their GCSE exams at age 16.

– The Social Mobility Commission reported in 2019 that only 6% of disadvantaged students achieve high-grade passes in English and mathematics GCSEs, compared to 27% of their wealthier peers.

• The Office for Students found in 2019 that the gap in university entry rates between the most and least advantaged areas in England is around 18 percentage points.

• Research by the Sutton Trust reveals that only 3% of disadvantaged pupils in England attend schools rated as outstanding, compared to 20% of their wealthier peers.

What does the outworking of a disadvantage gap look like?

It can present in all sorts of ways, some more subtle than others, but here are just a few:

Academic Achievement:

The Social Mobility Foundation found that the most disadvantaged pupils in England are almost two years behind their more affluent peers in reading and maths by the age of 16.

 Access to Quality Education:

The Education Endowment Foundation states that disadvantaged pupils in the UK are more likely to attend schools that face greater challenges, including higher rates of staff turnover and fewer experienced teachers.

Progression to Higher Education:

UCAS data shows that students from disadvantaged backgrounds are significantly less likely to enter higher education compared to their wealthier counterparts. In 2020, 18-year-olds from the most advantaged areas in England were almost twice as likely to enter university as those from the most disadvantaged areas.

The Higher Education Policy Institute reports that the entry rate for young people from the most disadvantaged areas in the UK has stagnated over the past decade.

What do the experts say about this gap?

Sir Kevan Collins, former CEO of the Education Endowment Foundation notes that “Disadvantaged pupils face a double disadvantage: they are more likely to go to a weaker school and then get lower results in their GCSEs. This has a profound effect on their life chances.”  Adding to this argument, Dr. Lee Elliot Major, Professor of Social Mobility at the University of Exeter highlights that “We are still living with an education system where a child’s success is strongly linked to their parents’ income and occupation. Until we tackle this, we will continue to fail the most disadvantaged in society.”

How can we close the disadvantage gap?

Various suggestions and strategies have been put forward and are being both explored and put into action across the country.  Here are just a few but there are many more;

Early Intervention:

Implementing targeted interventions and support from an early age can help mitigate the impact of socio-economic disadvantage. This includes high-quality early years education, improved access to preschool programs, and additional support for children from disadvantaged backgrounds.

Equitable Funding:

Ensuring that schools in disadvantaged areas receive adequate resources and funding is crucial. This could involve revising the funding formula to allocate additional resources to schools with higher levels of deprivation and investing in initiatives to attract and retain high-quality teachers in these areas.

Teacher Training and Development:

Providing comprehensive training and professional development opportunities for teachers, particularly in addressing the needs of disadvantaged students, can improve teaching practices and outcomes for these students.

Improved Access to Higher Education:

 Widening participation initiatives and outreach programs can help students from disadvantaged backgrounds access higher education. This can involve mentorship schemes, financial support, and targeted information and guidance to raise aspirations and provide information about university options.

Collaborative Approaches:

Encouraging collaboration between schools, sharing best practices, and creating networks can contribute to reducing the disadvantage gap. Collaboration allows schools to learn from one another and implement effective strategies for improving outcomes for disadvantaged students.

It’s important to note that closing the disadvantage gap requires a multi-faceted approach involving policymakers, educators, communities, and families working together to address systemic inequalities and provide equal opportunities for all students.

In conclusion, the disadvantage gap in the UK education system is indeed a significant issue that affects the academic achievement, access to quality education, and progression to higher education for disadvantaged students. To address this gap, experts are recommending implementing targeted interventions, improving early years education, ensuring high-quality teaching, and adopting comprehensive approaches that prioritise the needs of disadvantaged pupils.

There is good news!  Positive action is increasingly in place to close this gap and there is hope for the future, though much more needs to be done.  Indeed, Sir Kevan Collins, former CEO of the Education Endowment Foundation who champions this cause observes that, “The disadvantage gap is not an impossible challenge to overcome. Evidence suggests that targeted interventions and well-implemented policies, such as high-quality early years education and effective teaching practices, can make a significant difference.”