Closing the attainment gap – a realistic proposition or an elusive pipe-dream?

Abstract

The attainment gap associated with socio-economic status is an international problem that is highly resistant to change. This conceptual paper critiques the drive by the Scottish Government to address the attainment gap through the Scottish Attainment Challenge and the National Improvement Framework. It draws upon a range of theoretical perspectives but principally examines the problem through the lens of Steiner-Khamsi’s concepts of ‘reception’ and ‘translation’ of policy and through examination of the international and national (Scottish) policy contexts. The paper argues that, rather than focussing narrowly upon attainment outcomes, an holistic approach should be adopted which takes account of the economic, social and relational constraints which impact upon families in poverty, calling for a systems-level approach. ‘Schools cannot go it alone’: there is a need to focus upon a wide range of public policy to redress inequalities in society. Whilst the Scottish Government has looked to the London/City/National Challenge as a potential solution to the problem, the complexities and limitations of policy borrowing need to be understood. Higher Education Institutions, government agencies, local authorities and schools need to work in partnership to develop research informed practice which will impact upon learning outcomes for all children and young people.

Keywords:

• Social justice
• education policy
• policy borrowing
• systems leadership

Notes

1. The Joseph Rowntree Foundation draw upon Peter Townsend’s definition of relative poverty as being ‘when someone’s resources are so seriously below those commanded by the average individual or family that they are, in effect, excluded from ordinary living patterns, customs and activities.’ https://www.jrf.org.uk/sites/default/files/jrf/migrated/files/poverty-definitions.pdf.

2. Such as PISA, TIMSS (Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study).

3. Arising from the Scottish Government's review of School Governance (Scottish Government, 2017), Regional Improvement Collaboratives, led by Regional Directors, are being set up to strengthen the 'middle' layer of school governance.

4. Florian describes inclusive pedagogy as being ‘concerned with redressing the limitations on learning that are often inadvertently placed on children when they are judged “less able”. It does not deny differences between learners but seeks to accommodate them by extending what is ordinarily available to all rather than by differentiating for some’ (Florian 2015, 13).

5. The series of projects emanating from Project Zero.

6. The ‘named person’ component of the Act has been challenged through the courts with a judgement announced on 28 July 2016.