The kinds of poverty in schools and their impact on student progress

已经有相当多的证据表明，学校招生的性质很重要。例如，学校在有学习困难或来自弱势背景的学生比例方面各不相同。这影响到每所学校所需的资源、学生成绩方面的预期进展，甚至影响到学生对社会的认识以及他们的适当未来。这项新的研究是基于对一个新建立的学校弱势指标的考虑，将其作为一种新的方法，使学校招生的考虑对所有有关方面都更加准确和公平。研究问题是：1）小学生在学校生涯中的FSM“轨迹”模式是什么？与那些在整个学校生活中仍然符合资格的学生、那些从未符合资格的学生以及那些在某个阶段缺少密克罗尼西亚联邦数据的学生相比，进入和离开密克罗尼西亚联邦资格的学生有什么特点？2)包括学生FSM轨迹对学校入学之间的明显隔离模式有什么不同？永久合格或缺课的密克罗尼西亚学生是否集中在特定地区、学校类型或学校？3)具有不同密克罗尼西亚轨迹的学生的成就模式是什么？这种分析对诸如学生保险费缺口等政策工具有何影响？4)包括FSM轨迹对学校平均进步分数有什么影响？如果能更详细地了解入学人数中相对劣势的确切水平，学校绩效政策的工具，如进步分数，是否会更公平？研究结果将与英格兰的政策和实践相关，特别是关于减少或克服学校成绩和随后的教育参与的贫困梯度的尝试。这项研究也有助于重要的理论问题，并创造了新的知识，学校系统及其性能。该研究将使用ESRC支持的现有官方数据集来描述，比以前的账户更好，学校入学的变化性质，以及学生入学特征与随后的成绩/参与之间的联系。以前的研究和官方账户使用FSM资格作为二进制（Y/N）变量，而不是用于这些新计算的更细粒度变量。重点将放在国家学生数据库中由国家资助的主流中学，跟踪2003/2004年起从小学到11年级的学生，调查是否有资格获得免费校餐的学生，以及缺少相关数据的学生。它将整理这些不同模式的学生密克罗尼西亚联邦的其他特点和结果，并重新计算现有的和公布的指标密克罗尼西亚联邦学校之间的隔离，学校类型，和地区。它将使用所有这些结果来创建统计模型，以评估对这些不同类别的贫困学生的考虑-例如从未合格，最近成为FSM，以前FSM，进入和退出FSM资格，以及缺少相关数据-改变了我们对学校之间FSM隔离的严重程度的理解，它有什么影响，是什么原因，学校绩效政策的工具，如进步分数，可能是不公平的，如果没有更详细的更精确的水平，在学校入学的相对劣势，将提供本研究及其考虑的“轨迹”的FSM-killblity随着时间的推移和他们的相互作用与其他学生的背景特征。此外，通过将额外资金用于最需要的地方，可以提高学生补贴等政策的效率和效力。该项目将有助于建立更好的教育体系，更有效地利用纳税人的资金，建立更公平的社会。

There is already considerable evidence that the nature of school intakes matters. Schools vary in terms of the proportion of pupils with learning challenges or from disadvantaged backgrounds, for example. And this affects the resources required by each school, the progress that can be expected in terms of pupil attainment, and even pupils' sense of society and what would be an appropriate future for them. This new research is based on consideration of a newly constructed indicator of disadvantage at school, using it for a new approach to make considerations of school intakes both more accurate and fairer for all concerned. The research questions are:1) What is the pattern of pupil FSM 'trajectories' over their school careers? What are the characteristics of pupils who enter and leave FSM eligibility compared to those who remain eligible throughout their school life, those who have never been eligible, and those who are missing FSM data at some stage? 2) What difference does including the pupil FSM trajectories make to the apparent patterns of segregation between school intakes? Are permanently eligible or missing-FSM pupils clustered in particular areas, types of schools or schools?3) What are the patterns of attainment of pupils with different FSM trajectories? What are the implications of this analysis for instruments of policy such as the Pupil Premium gap?4) What difference does including the FSM trajectories make to school average progress scores? Would instruments of school performance policy, such as progress scores, be fairer given more detail about the more precise level of relative disadvantage in school intakes?The results will be relevant for policy and practice in England, especially concerning attempts to reduce or overcome the poverty gradient in school attainment and subsequent educational participation. This study also contributes to important theoretical issues, and creates new knowledge about school systems and their performance. The study will use ESRC-supported existing official datasets to describe, better than in previous accounts, the changing nature of intakes to schools, and the link between pupil intake characteristics and subsequent attainment/participation. Previous studies and official accounts use FSM-eligibility as a binary (Y/N) variable, as opposed to the finer grainedvariable to be used for these new calculations. The focus will be on secondary state-funded mainstream schools in the National Pupil Database, following cohorts from 2003/4 onwards from their primary schools to Year 11, looking at pupils moving in and out of eligibility for free school meals (FSM), and those missing relevant data. It will collate the other characteristics and the outcomes for these different patterns of pupil FSM 'trajectories', and recalculate existing and published indices of FSM segregration between schools, school types, and regions. It will use all of these results to create statistical models to assess the extent to which consideration of these different categories of pupils living in poverty - such as never eligible, recently became FSM, previously FSM, moving in and out of FSM-eligibility, and missing relevant data - changes our understanding of how serious FSM segregation between schools is, what impacts it has, what causes it, and how it relates to attainment and pupil progress.Instruments of school performance policy, such as progress scores, may not be fair in the absence of more detail about the more precise level of relative disadvantage in school intakes, as will be provided by this study and its consideration of 'trajectories' of FSM-eligiblity over time and their interaction with other pupil background characteristics. Also policies such as the pupil premium can be made more efficient and effective, by directing extra funding to where it is most needed. The project will contribute to a better education system, a more efficient use of taxpayer-funding and a fairer society