Shaping, testing and demonstrating the value of the Understanding Childhood dataset: Roma, Gypsy and Traveller children case study

塑造、测试和展示“理解童年”数据集的价值：罗姆人、吉普赛人和游民儿童案例研究

• 批准号: ES/V001272/1
• 负责人: Polly Vizard
• 金额: $ 21.08万
• 依托单位: London School of Economics and Political Science
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FV001272%2F1
• 关键词: Shaping; testing; demonstrating; value; Understanding

The project aims to shape, test and demonstrate the value of the newly linked Understanding Childhood dataset in addressing data gaps and building up new quantitative evidence, focussing on Roma, Gypsy and Traveller children and young people children as a case study. The Understanding Childhood dataset links data from the 2011 Census to administrative data on educational records (by matching 2011 Census records to the All Education Data for England AEDE dataset). This new data linkage provides a unique opportunity to build up in-depth quantitative evidence on the relationship between childhood experiences and circumstances (through depth analysis of 2011 Census data) and the educational achievements and trajectories of the same children and young people (through further analysis of AEDE data). Data from the 2011 Census includes rich information on childhood circumstances and experiences (including data on family background and household demographic and socioeconomic characteristics such as ethnicity, country of birth, disability, health, occupational group, housing conditions and parental education). The AEDE includes the educational records of children and young people in state funded education including in schools, further education and higher education. The proposed project will explore the potential for using this new and exciting linked dataset to build up a much needed evidence base on the relationship between RGT childhood circumstances and experiences and their educational participation and progression (including within 16-18 and post-18 education). A dedicated exploratory project of this type is required because of the additional conceptual and methodological challenges that need to be addressed in order to tailor and use the Understanding Childhood linked dataset for the analysis of the outcomes and circumstances of RGT young people. Conceptually, it will be necessary to analyse childhood circumstances in a way that captures and reflects RGT disadvantage and vulnerability relative to other children, as well as patterns of differentiation within the RGT community (including, for example, the patterns of differentiation associated with settled versus mobile status highlighted in Burchardt et al 2018). Methodologically, additional challenges include the relatively low RGT population fraction, the known underreporting of RGT ethnicity within both the 2011 Census and administrative education records, the known low participation rates of RGT children and young people in education, in schools and especially in further and higher education (Mulkahy et al 2017, Cabinet Office 2018). These conceptual and methodological challenges (as well as their potential solutions) have been discussed in advance with ONS, and resources to work closely with ONS to address them have been built into the project design. The project builds on the CCO policy agenda of addressing data gaps and tackling invisibility by using new and innovative data linkages to build up an evidence base on vulnerable groups of children (CCO 2019). Lack of robust data on RGT outcomes and circumstances, as well as the causes and consequences of these data gaps, are discussed in Burchardt et al, 2018 and a recent Parliamentary Committee Report (Women and Equalities Committee 2019). The project is being proposed as part of the 'Data for Children' strategic partnership formed by ADR UK, ONS and the Office of the Children's Commissioner (CCO), and is supported by and feeds into the policy agendas of MHCLG (including the national strategy to tackle RGT inequalities, MHCLG 2018) and the Cabinet Office Race Disparities Unit (RDU). The project builds on earlier work by the CASE team to address the problem of "data exclusion" and to tackle invisibility in social statistics by building up new quantitative evidence on four groups of children that were previously missing from, or "invisible within", data monitoring exercises (Vizard et al 2018).

该项目旨在塑造，测试和证明新链接的了解儿童期数据集在解决数据差距和建立新的定量证据方面的价值，重点关注罗马，吉普赛人和旅行者儿童和年轻人儿童作为案例研究。了解儿童期数据集将数据从2011年的人口普查链接到有关教育记录的管理数据（通过将2011年的人口普查记录与英格兰AEDE数据集的所有教育数据匹配）。这种新的数据链接提供了一个独特的机会，可以建立有关童年经历和环境之间关系的深入定量证据（通过对2011年人口普查数据的深度分析）以及对同一儿童和年轻人的教育成就和轨迹（通过进一步分析AEDE数据）。来自2011年人口普查的数据包括有关童年环境和经验的丰富信息（包括有关家庭背景以及家庭人口统计和社会经济特征的数据，例如种族，出生国家，残疾国家，健康，职业群体，住房状况和父母教育）。 AEDE包括国家资助教育的儿童和年轻人的教育记录，包括学校，进一步的教育和高等教育。拟议的项目将探索使用这个新的令人兴奋的链接数据集的潜力，以建立急需的证据，基于RGT童年环境与经验之间的关系以及他们的教育参与和进步（包括在16-18和18后教育之内）。由于需要解决的其他概念和方法论挑战，才能量身定制和使用理解儿童期链接的数据集来分析RGT年轻人的结果和情况，因此需要解决此类类型的专门探索项目。从概念上讲，有必要以捕获和反映与其他儿童的RGT劣势和脆弱性的方式分析儿童时期，以及RGT社区内部分化的模式（包括，例如，与Burchardt等人在Burchardt等人2018年相关的与Settled与移动状态相关的差异模式）。从方法论上讲，其他挑战包括相对较低的RGT人口分数，2011年人口普查和行政教育记录中RGT种族的报告不足，已知的RGT儿童和年轻人在教育中，在学校，尤其是进一步和高等教育中的低参与率（Mulkahy等人（Mulkahy等）（Mulkahy等人，2017年，2017年，内阁办公室2018）。这些概念和方法论挑战（以及它们的潜在解决方案）已与ONS事先讨论，并且与ONS紧密合作以解决它们的资源已内置在项目设计中。该项目建立在CCO政策议程的基础上，即通过使用新的和创新的数据链接来解决数据差距并解决隐形性，以建立对脆弱儿童群体的证据基础（CCO 2019）。 Burchardt等人在2018年和最近的议会委员会报告（2019年妇女与平等委员会）中讨论了有关RGT结果和情况的强大数据以及这些数据差距的原因和后果。该项目是由ADR UK，ONS和儿童专员办公室（CCO）组成的“儿童数据”战略合作伙伴关系的一部分，并得到了MHCLG的政策议程的支持（包括解决RGT不平等的国家战略，MHCLG 2018，MHCLG 2018，MHCLG 2018）和内阁竞赛单位（RDU）。该项目基于案例团队的早期工作，以解决“数据排除”问题，并通过在以前缺少或“不可见”的四组儿童（Vizard等人）中建立新的定量证据来解决社会统计数据（Vizard等人，2018年）。