Leadership

Ethnic minority students receive fewer university offers

Students from black or ethnic minority backgrounds are less likely to receive conditional offers from universities than comparable white British applicants, a recent report has revealed.

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#41725"
  ["title"]=>
  string(52) "Black and Minority Ethnic Access to Higher Education"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(60) "https://www.teachingtimes.com/minority-ethnic-access_280714/"
  ["post_date_timestamp"]=>
  int(1406216689)
  ["objectID"]=>
  string(12) "post-41725-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(399) "... higher education. It asks: are candidates from black and minority ethnic groups less inclined to apply to higher status institutions than white British candidates? And are candidates from black and minority ethnic groups less likely to receive offers from university than white British applicants?
Leadership Briefing Issue 8.12(96)"
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(421) "... are candidates from black and minority ethnic groups less likely toreceive offers from university than white British applicants?The research revisits the contested issue of ethnic minority access to higher education. It is wellestablished that candidates from black and minority ethnic groups go to university in good numbers,but we ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(70) "Black and Minority Ethnic Access to Higher Education"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(6) "ethnic"
        [1]=>
        string(8) "minority"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(555) "This research by the London School of Economics, funded by the Nuffield Foundation, revisits the contested issue of ethnic minority access to higher education. It asks: are candidates from black and minority ethnic groups less inclined to apply to higher status institutions than white British candidates? And are candidates from black and minority ethnic groups less likely to receive offers from university than white British applicants?
Leadership Briefing Issue 8.12(96)"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(6) "ethnic"
        [1]=>
        string(8) "minority"
        [2]=>
        string(7) "receive"
        [3]=>
        string(10) "university"
        [4]=>
        string(6) "offers"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(4639) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.BLACK AND MINORITY ETHNIC ACCESS TOHIGHER EDUCATIONKeywordsBlack, minority,ethnic,access, highereducation,status,institutions,university,applicants,professionsSummaryThis research by the London School of Economics, funded by the Nuffield Foundation, revisitsthe contested issue of ethnic minority access to higher education. It asks: are candidates fromblack and minority ethnic groups less inclined to apply to higher status institutions than whiteBritish candidates? And are candidates from black and minority ethnic groups less likely toreceive offers from university than white British applicants?The research revisits the contested issue of ethnic minority access to higher education. It is wellestablished that candidates from black and minority ethnic groups go to university in good numbers,but we also know that candidates from some minority groups tend to be concentrated in lessprestigious institutions. Access to high status institutions is important for several reasons, not leastbecause it is likely to affect candidates’ subsequent destinations and their ability to access eliteprofessions.The researchers looked at 50,000 university candidates provided by the Universities and CollegesAdmissions Service (UCAS) covering the 2008 admission cycle.It is “plausible” that the differences between ethnicities could be down to direct racial discrimination byuniversities, the London School of Economics study concludes.Main Findings: ■ University applicants from black and ethnic minority backgrounds are less likely to receiveconditional offers than comparable white British applicants according to research from LSE. ■ Applicants from non-mixed ‘race’ minority groups were significantly less likely to be offereda university place even after taking into account academic attainment, family social classbackground, sex and the type of school attended. ■ The researchers estimated that, on average, Pakistani candidates received seven fewer offers forevery 100 applications than equivalent white British applicants. Bangladeshi and black Africancandidates received five fewer offers for every 100 applications compared with equivalent whiteBritish applicants. ■ Applicants from other groups including Indian, Black Caribbean and Chinese were also less likelyto receive offers than white British candidates.Week Commencing 28th July 2014http://www.nuffieldfoundation.org/sites/default/files/files/BMEaccessHE_FINAL.pdfhttp://www.nuffieldfoundation.org/sites/default/files/files/BMEaccessHE_FINAL.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ However, mixed ‘race’ groups did not appear to be disadvantaged compared to white Britishcandidates. ■ The researchers found that Chinese candidates seemed just as likely to receive a conditional offeras white British candidates before controlling for academic factors, but were less likely to do sowhen these factors were taken into account. This suggests that Chinese students’ high levels ofattainment mask their reduced offer rates. ■ The probability of receiving an offer was significantly linked to the type of school candidatesattended and their A-level subjects as well as their academic attainment. Having attended anindependent or grammar school – rather than a non-selective school – increased students’chances of receiving an offer. ■ Although the study was principally focussed on ethnicity, it also showed that candidates from lowersocial class groups were less likely to receive offers than their more privileged counterparts. ■ The key finding from the analysis is that ethnic and social class differences in offer rates could notbe fully explained by differences in academic attainment or patterns of application.WEB LINK Black and Minority Ethnic Access to Higher Educationhttp://www.nuffieldfoundation.org/sites/default/files/files/BMEaccessHE_FINAL.pdf"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(6) {
        [0]=>
        string(6) "ethnic"
        [1]=>
        string(8) "minority"
        [2]=>
        string(8) "students"
        [3]=>
        string(7) "receive"
        [4]=>
        string(10) "university"
        [5]=>
        string(6) "offers"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Black and Minority Ethnic Access to Higher Education

24 Jul 2014

array(8) {
  ["distinct_key"]=>
  string(10) "post#41746"
  ["title"]=>
  string(15) "ECJ 4.5 Reports"
  ["categories"]=>
  array(1) {
    [0]=>
    string(13) "Special Needs"
  }
  ["url"]=>
  string(46) "https://www.teachingtimes.com/ecj-4-5-reports/"
  ["post_date_timestamp"]=>
  int(1407409368)
  ["objectID"]=>
  string(12) "post-41746-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(177) "Report summaries: Barriers to learning from serious case reviews; Mental health and behaviour in schools; Black and minority ethnic access to higher education."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(422) "... are candidates from black and minority ethnic groups less likely to receive offers from university than whiteBritish applicants?The research revisits the contested issue of ethnic minority access to higher education. It is well established that candidates from blackand minority ethnic groups go to university in good numbers, but we ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(15) "ECJ 4.5 Reports"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(177) "Report summaries: Barriers to learning from serious case reviews; Mental health and behaviour in schools; Black and minority ethnic access to higher education."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(6) "ethnic"
        [1]=>
        string(8) "minority"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5934) "ways.MindEd, a free online training tool, is now available to enable school staff to learn more about specific mental health problems.This can help to signpost staff working with children to additional resources where mental health problems have been identified.Counselling MindEd, which is part of MindEd, is also available to support the training and supervision of counselling work withchildren and young people.There are things that schools can do – including for all their pupils, for those showing early signs of problems and for familiesexposed to several risk factors – to intervene early and strengthen resilience, before serious mental health problems occur.Schools can influence the health services that are commissioned locally through their local Health and Wellbeing Board – Directorsof Children’s Services and local Healthwatch are statutory members.There are national organisations offering materials, help and advice. Schools should look at what provision is available locally to helpthem promote mental health and intervene early to support pupils experiencing difficulties. Help and information about evidence-based approaches is available from a range of sources.Mental health and behaviour in schools Departmental advice for school staff June 2014nnnnnnnnBlacK and minority ethnic access to higher educationThis research by the London School of Economics, funded by the Nuffield Foundation, revisits the contested issue of ethnicminority access to higher education. The research Black and Minority Ethnic Access to Higher Education A Reassessment asks:are candidates from black and minority ethnic groups less inclined to apply to higher status institutions than white Britishcandidates? And are candidates from black and minority ethnic groups less likely to receive offers from university than whiteBritish applicants?The research revisits the contested issue of ethnic minority access to higher education. It is well established that candidates from blackand minority ethnic groups go to university in good numbers, but we also know that candidates from some minority groups tend to beconcentrated in less prestigious institutions.http://www.west-info.eu/files/Mental_health_and_behaviour_in_schools.pdfhttps://www.minded.org.uk/https://www.minded.org.uk/https://www.minded.org.uk/https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/326551/Mental_Health_and_Behaviour_-_Information_and_Tools_for_Schools_final_website__2__25-06-14.pdf http://www.nuffieldfoundation.org/sites/default/files/files/BMEaccessHE_FINAL.pdfhttp://www.nuffieldfoundation.org/black-and-minority-ethnic-access-hewww.teachingtimes.com n Vol 4.5Developments/reports Every Child Journal11Developments/reportsAccess to high status institutions is important for several reasons, not least because it is likely to affect candidates’ subsequentdestinations and their ability to access elite professions.The researchers looked at 50,000 university candidates provided by the Universities and Colleges Admissions Service (UCAS) coveringthe 2008 admission cycle. It is ‘plausible’ that the differences between ethnicities could be down to direct racial discrimination byuniversities, the London School of Economics study concludes.main findings:University applicants from black and ethnic minority backgrounds are less likely to receive conditional offers than comparable whiteBritish applicants according to research from LSE.Applicants from non-mixed ‘race’ minority groups were significantly less likely to be offered a university place even after taking intoaccount academic attainment, family social class background, sex and the type of school attended.The researchers estimated that, on average, Pakistani candidates received seven fewer offers for every 100 applications thanequivalent white British applicants. Bangladeshi and black African candidates received five fewer offers for every 100 applicationscompared with equivalent white British applicants.Applicants from other groups including Indian, Black Caribbean and Chinese were also less likely to receive offers than white Britishcandidates. However, mixed race groups did not appear to be disadvantaged compared to white British candidates.The researchers found that Chinese candidates seemed just as likely to receive a conditional offer as white British candidates beforecontrolling for academic factors, but were less likely to do so when these factors were taken into account. This suggests that Chinesestudents’ high levels of attainment mask their reduced offer rates.The probability of receiving an offer was significantly linked to the type of school candidates attended and their A level subjectsas well as their academic attainment. Having attended an independent or grammar school – rather than a non-selective school– increased students’ chances of receiving an offer.Although the study was principally focused on ethnicity, it also showed that candidates from lower social class groups were lesslikely to receive offers than their more privileged counterparts.The key finding from the analysis is that ethnic and social class differences in offer rates could not be fully explained by differencesin academic attainment or patterns of application.Black and Minority Ethnic Access to Higher Education A Reassessment by Dr Michael Shiner, Dr Philip Noden, London School ofEconomics and Professor Tariq Modood, University of Bristol is published by the Nuffield Foundation.nnnnnnnnSchool Leadership TodayThe most authoritative and independent publication for school leaders,School"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(6) {
        [0]=>
        string(6) "ethnic"
        [1]=>
        string(8) "minority"
        [2]=>
        string(8) "students"
        [3]=>
        string(7) "receive"
        [4]=>
        string(10) "university"
        [5]=>
        string(6) "offers"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Special Needs

ECJ 4.5 Reports

7 Aug 2014

array(8) {
  ["distinct_key"]=>
  string(10) "post#41803"
  ["title"]=>
  string(68) "Black and Minority Ethnic Access to Higher Education: A Reassessment"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(62) "https://www.teachingtimes.com/ethnic-access-university_250814/"
  ["post_date_timestamp"]=>
  int(1408447555)
  ["objectID"]=>
  string(12) "post-41803-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(374) "... funded by the Nuffield Foundation, revisits the contested issue of ethnic minority access to higher education. It is well established that candidates from black and minority ethnic groups go to university in good numbers, but we also know that candidates from some minority groups tend to be concentrated in less ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(413) "... Are candidates from black and minority ethnic groups less inclined to apply to higher statusinstitutions than white British candidates?2. Are candidates from black and minority ethnic groups less likely to receive offers from university(and from higher status institutions in particular) than white British applicants?Main Findings: ■ Entry ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(86) "Black and Minority Ethnic Access to Higher Education: A Reassessment"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(6) "ethnic"
        [1]=>
        string(8) "minority"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(671) "This research by the London School of Economics, funded by the Nuffield Foundation, revisits the contested issue of ethnic minority access to higher education. It is well established that candidates from black and minority ethnic groups go to university in good numbers, but we also know that candidates from some minority groups tend to be concentrated in less prestigious institutions. Access to high status institutions is important for several reasons, not least because it is likely to affect candidates’ subsequent destinations and their ability to access elite professions.
Leadership Briefing Issue 9.01(97)"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(6) "ethnic"
        [1]=>
        string(8) "minority"
        [2]=>
        string(10) "university"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5942) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.BLACK AND MINORITY ETHNIC ACCESS TOHIGHER EDUCATION A REASSESSMENTKeywordsBlack, minority,ethnic access,highereducation,university, elite,candidates,institutions, biasSummaryThis research by the London School of Economics, funded by the Nuffield Foundation, revisitsthe contested issue of ethnic minority access to higher education. It is well established thatcandidates from black and minority ethnic groups go to university in good numbers, butwe also know that candidates from some minority groups tend to be concentrated in lessprestigious institutions. Access to high status institutions is important for several reasons,not least because it is likely to affect candidates’ subsequent destinations and their ability toaccess elite professions.The analysis was designed to address two key questions:1. Are candidates from black and minority ethnic groups less inclined to apply to higher statusinstitutions than white British candidates?2. Are candidates from black and minority ethnic groups less likely to receive offers from university(and from higher status institutions in particular) than white British applicants?Main Findings: ■ Entry into higher education depends on a series of decisions made by individual candidates andthe institutions to which they apply. The decisions candidates make about where to apply mayhelp to explain why some ethnic groups tend to be concentrated in high status institutions, whileothers tend to be concentrated in less prestigious institutions. It is also possible that candidatesfrom some groups are disadvantaged by the decisions that institutions make: biases in theallocation of offers, for example, may mean that some groups are more reliant than others ongaining a place through ‘clearing’, filtering them into less prestigious institutions. ■ The research shows that applicants from non-mixed ‘race’ minority groups were significantly lesslikely to be offered a university place even after taking into account academic attainment, familysocial class background, sex and the type of school attended. ■ The researchers estimated that, on average, Pakistani candidates received seven fewer offers forevery 100 applications than equivalent white British applicants. Bangladeshi and black Africancandidates received five fewer offers for every 100 applications compared with equivalent whiteBritish applicants. ■ Applicants from other groups including Indian, Black Caribbean and Chinese were also less likelyto receive offers than white British candidates.Week Commencing 25th August 2014http://www.lse.ac.uk/newsAndMedia/PDF/NuffieldBriefing.pdfhttp://www.lse.ac.uk/newsAndMedia/PDF/NuffieldBriefing.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ However, mixed ‘race’ groups did not appear to be disadvantaged compared to white Britishcandidates.Conclusions: ■ Previous research has reported that while black and minority ethnic groups are over-representedin higher education they tend to be concentrated in lower status institutions. This study hasadded to the picture of black and minority ethnic participation in higher education in severalrespects. ■ We have shown that black and minority ethnic groups differ in their likelihood of applying to higherstatus institutions, with some being more likely to target high status institutions than white Britishcandidates and some being less likely to do so. ■ Our statistical modelling also indicates that when other variables are taken into account,candidates from most black and minority ethnic groups are just as, if not more, likely to targetelite universities than comparable white British candidates. ■ In relation to the probability of an application yielding an offer, this study confirms that some blackand minority groups appear to be disadvantaged in the allocation of higher education offers. ■ Applications made by candidates from Pakistani, Bangladeshi, Black African, Indian, BlackCaribbean, Chinese and various ‘other’ groups were all found to be less likely to yield anoffer than those made by white British candidates, controlling for a range of relevant variablesincluding academic attainment. ■ There was, however, no evidence that any apparent biases are stronger in higher status thanlower status institutions. ■ None of the mixed ethnic groups appear to be disadvantaged compared to white Britishcandidates. ■ The pattern of disadvantage highlighted by our analysis might be thought to be consistent withprevious suggestions that direct discrimination on the basis of candidates’ names could explaindifferences in offer rates. ■ While this remains plausible, the difference in offer rates across social class groups suggests thatwe should be cautious when considering this potential explanation: that is, in the case of socialclass, direct discrimination on the basis of names is not a convincing explanation. ■ There may be other differences between applications, including the perceived quality of personalstatements and the apparent ‘fit’ between the applicant and the course, which may be relevant. ■ The key finding from our analysis, however, is that ethnic and social class differences"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(6) "ethnic"
        [1]=>
        string(8) "minority"
        [2]=>
        string(7) "receive"
        [3]=>
        string(10) "university"
        [4]=>
        string(6) "offers"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Black and Minority Ethnic Access to Higher Education: A Reassessment

19 Aug 2014

array(8) {
  ["distinct_key"]=>
  string(10) "post#37471"
  ["title"]=>
  string(13) "Report update"
  ["categories"]=>
  array(1) {
    [0]=>
    string(13) "Special Needs"
  }
  ["url"]=>
  string(48) "https://www.teachingtimes.com/report-update-ecj/"
  ["post_date_timestamp"]=>
  int(1260982581)
  ["objectID"]=>
  string(12) "post-37471-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(266) "We’re all supposed to be keeping up with the latest industry thinking. But there’s just not enough time. That’s why Lucy Busuttil summarises the surveys, reports and government policy changes you need to brief yourself on in every issue of Every Child journal."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(371) "... achieveless at school? This report says yes. Teachers assume studentswill behave like peers of the same colour from previous years. Butexternal tests, like SATs, show ethnic minority students are moreable than their teachers realise.When was it published?November 2009, by the Centre for Market and PublicOrganisation (a research centre ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(13) "Report update"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(266) "We’re all supposed to be keeping up with the latest industry thinking. But there’s just not enough time. That’s why Lucy Busuttil summarises the surveys, reports and government policy changes you need to brief yourself on in every issue of Every Child journal."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5679) "�Vol 1.2 n www.teachingtimes.comDevelopments/reportsEvery Child JournalReport updateWe’re all supposed to be keeping up with the latest industry thinking. But there’sjust not enough time. That’s why Lucy Busuttil summarises the surveys, reportsand government policy changes you need to brief yourself on in every issue ofEvery Child journal.Admission appeals for maintained primaryand secondary schools in England 2007/08These statistics explore the experience of parents who appealwhen their child is not admitted to their preferred school. Theyshow that the vast majority of children get into their first choiceprimary or secondary school. Only 3.6% of parents appeal – and,of those, 30.9% are successful.When was it published?November 2009, by the DCSFKey FindingsThe number of parents in England appealing against theirchildren’s infant school places went up by almost half lastyear.18,550 appeals were lodged in 2007-08 – of which 12,690were heard.These were just 2.1% of the 610,400 admissions, but a rise of47% on the number heard in the previous year.Secondary school appeals have fallen, though, with just aslight rise (2%) on last year.Of the 12,690 infant school appeals that went to an appealspanel, 2,060 (16.2%) were successful in 2007/08 – comparedwith 1,590 (18.4%) the year before.In secondary schools, 12,970 (32.6%) appeals went in parents’favour last year – down from 13,860 (35.3%) the previousyear.61,950 appeals were heard – 3.6% of the total 1,717,180admission offers in all primary and secondary schools.19,150 appeals heard were decided in parents’ favour– 30.9% overall.The number of appeals heard increased from 3.3% in2006/07 to 3.6% in 2007/08.Where can I read it?dcsf.gov.uk/rsgateway/DB/SFR/s000884/SFR13-2009.pdfnnnnnnnnnTest scores, subjective assessment andstereotyping of ethnic minoritiesDo teachers assume that ethnic minority children will achieveless at school? This report says yes. Teachers assume studentswill behave like peers of the same colour from previous years. Butexternal tests, like SATs, show ethnic minority students are moreable than their teachers realise.When was it published?November 2009, by the Centre for Market and PublicOrganisation (a research centre linked to the university of Bristol)Key findingsThe researchers compared two measures of children’s ability at age11. Their results in key stage two tests – which are externally marked– and teachers’ assessments of their ability. Teachers consistentlyrated ethnic minority students as less able than they were.Examples of this ‘assessment prejudice’ can be found aroundthe world. Research from India shows that lower exam scoresare assigned to lower caste children. In Sweden, girls areoften unfairly rewarded in teacher assessments over boys.The report also found evidence that teachers are suspicious ofBlack Caribbean pupils – and communicate with them as such.On average, Black Caribbean and Black African pupilsare under-assessed relative to white pupils. Indian,Chinese and mixed White-Asian pupils are over-assessed.These differences remain after controlling for individualcharacteristics, and also for school fixed effects.When assessing a pupil’s likely progress, teachers useinformation on the past performance of members of thatgroup in the school.Students can be discriminated against in different curriculum subjects.Chinese students are often over-assessed in maths, for example.Where can I read it?dcsf.gov.uk/research/data/uploadfiles/DCSF-RR124.pdfnnnnnnwww.teachingtimes.com n Vol 1.2Developments/reports Every Child Journal�Developments/reportsCustomer Voice research: Sex andRelationships EducationEd Balls’ decision that children should be taught Sex andRelationships Education (SRE) from age five has outragedconservative parenting groups and the national press. It’s been themost shocking element of his decision to make PSHE compulsory.In this study, 47 parents of children aged 5-19 were interviewedin-depth. In contrast to the consultation, the parents largely supportedthe programme of study. Many said they were afraid to talk to theirchildren about sex – so were grateful for the new curriculum.When was it published?November 2009, Sherbert Research ltd, commissioned by the DCSFKey findingsParents said they rely on schools to educate their children not justin the mechanics of sex, but in broader interpersonal and life skills.Most did not feel parents should have the right to withdrawchildren and young people from SRE at all – but that if an agefor compulsory SRE was set, the first year of secondary schoolwas appropriate.Parents felt that schools should inform them about SREcontent and reassure them that the material is appropriate.A minority of parents said they avoided talking to theirchildren about sex as they felt embarrassed. Other parentssaid they waited for their children to ask questions – ratherthan plotting a time and place.Most parents felt schools should teach relationships – anddiscuss sex as part of a relationship.Most parents had very little idea of what is currently taught,or when.Many parents linked the UK’s high teenage pregnancy rateand sexually transmitted infections with a failing of SRE.Most parents understood that others could object to SREon religious or moral grounds, but most believed that allchildren have a fundamental right to SRE.Where can I read it?dcsf.gov.uk/research/data/uploadfiles/DCSF-RR175.pdfnnnnnnnnChildren’s messages to the ministerThe 2007 white paper ‘Care Matters’ described the"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(6) "ethnic"
        [1]=>
        string(8) "minority"
        [2]=>
        string(8) "students"
        [3]=>
        string(10) "university"
        [4]=>
        string(6) "offers"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Special Needs

Report update

16 Dec 2009