Constructing the International-Home Student Attainment Gap

2018 ◽  
pp. 185-214 ◽  
Author(s):  
Stuart Tannock
Keyword(s):  
Attainment Gap

Sobel, D.2018. Narrowing the Attainment Gap. London: Bloomsbury

2019 ◽  
Vol 34 (3) ◽  
pp. 359-360
Author(s):  
Raphael Richards
Keyword(s):  
Attainment Gap

Early Detection of Poor Academic Performers Using Machine Learning Predictive Modeling

2021 ◽  
Vol 13 (3) ◽  
pp. 56-69
Author(s):  
Kaviyarasi Ramanathan ◽  
Balasubramanian Thangavel
Keyword(s):  
Academic Performance ◽  
Predictive Modeling ◽  
Academic Development ◽  
Attribute Selection ◽  
Educational Institutions ◽  
Key Factors ◽  
Attainment Gap ◽  
The Common ◽  
Low Performance ◽  
Academic Scores

The student's academic development, retention, and attainment gap are considered as the common key factors that influence the institutional academic performance. In this regard, educational institutions are focusing to reduce the attainment gap between good, average, and poor performing students. Two different datasets are taken for this study. Students' data is collected through questionnaire, and Dataset 1 (D1) is created. The second dataset (D2) is taken from the repository. Both the datasets have been preprocessed followed by attribute selection and predictive modeling. In this study, predictive models have been built, and the learners are classified as high, average, and low performers based on their academic scores as well as on their demographic characters. The three classifier models are applied on the datasets. Based on the evaluation measures, the best classifier is identified. This early identification of low performance students will help the educators as well as the learners to put a special care to enhance the learning process as well as to improve the academic performance.

A critical reflection on the reasoning behind, and effectiveness of, the application of the Pupil Premium Grant within primary schools

2018 ◽  
Vol 33 (2) ◽  
pp. 70-76 ◽  
Author(s):  
Joanne Copeland
Keyword(s):  
Primary Schools ◽  
Educational Interventions ◽  
Parental Engagement ◽  
Socioeconomic Background ◽  
Home Learning Environment ◽  
Educational Issue ◽  
Home Learning ◽  
Additional Funding ◽  
Attainment Gap ◽  
The Impact

The Pupil Premium Grant was introduced in 2011 with the aim to ‘close’ the attainment gap within education between children classified as disadvantaged and their peers. However, recent research has shown that this gap appears to be widening across the education sector. This article explores the reasons why the Pupil Premium Grant was introduced, giving commentary on the political rationale behind the additional funding. It asks whether the Pupil Premium Grant can ever hope to counteract the impact of a child’s socioeconomic background, especially when successive governments have continually changed political educational interventions. Parental engagement is also discussed, and the influence of a home learning environment demonstrated. The impact socioeconomic background has on cognitive development is also highlighted. Finally, successful strategies for using the Pupil Premium Grant are debated. It is suggested that currently there is no way to determine whether the Pupil Premium Grant is counteracting such a deep-rooted educational issue.

scholarly journals Statistically, Does peer assisted learning make a difference on a UK engineering degree programme? HETL Scotland 2017

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anne Louise Nortcliffe ◽  
Sajhda Parveen ◽  
Cathy Pink-Keech
Keyword(s):  
Academic Performance ◽  
Statistical Analysis ◽  
Positive Impact ◽  
Data Sets ◽  
Social Categories ◽  
Peer Assisted Learning ◽  
Student Records ◽  
Content Type ◽  
Attainment Gap ◽  
The Impact

Purpose Black British minority ethnics (BME) students are nationally underachieving in comparison to their Ethnic Chinese and White peers, showing typically a 16 per cent graduate attainment gap in the UK. Previous research has suggested that the attainment gap could be explained by BME student disengagement, as the students typically commute from family home to University, and they work part time. However, peer-assisted learning (PAL) has been shown to have a positive impact on addressing and resolving student alienation and disengagement. However, a question still remains regarding whether student perceptions hold up to statistical analysis when scrutinised in comparison to similar cohorts without PAL interventions. The paper aims to discuss these issues. Design/methodology/approach This paper presents the results of a statistical study for two cohorts of students on engineering courses with a disproportionately high representation of BME students. The research method involved a statistical analysis of student records for the two cohorts to ascertain any effect of correlation between: PAL; student ethnicity; and student parental employment on student academic performance and placement attainment. Findings The results indicate that PAL has no significant impact on the academic performance; however, PAL has a positive impact on the placement/internship attainment for BME students and students from parental households with parents in non-managerial/professional employment. Research limitations/implications The research limitations are that the cohorts are small, but more equal diverse mix of different social categories than any other courses. However, as the cohorts are less than 30 students, comparing social categories the data sets are small to have absolute confidence in the statistical results of academic performance. Even the t-test has its limitations as the subjects are human, and there are multiple personal factors that can impact an individual academic performance; therefore, the data sets are heterostatic. Practical implications The results highlight that there is need for pedagogy interventions to support: ideally all BME students from all social categery to secure placements; BME students who are unable to go on placement to gain supplementary learning that has the same impact on their personal development and learning as placement/internship experience; and White students from managerial/professional family households to engage more in their studies. Social implications Not addressing and providing appropriate pedagogy interventions, in the wider context not addressing/resolving the BME academic and placement attainment gap, a set of students are being disadvantaged to their peers through no fault of their own, and compounding their academic attainment. As academics we have a duty to provide every opportunity to develop our student attainment, and as student entry is generally homogeneous, all students should attain it. Originality/value Previous research evaluation of PAL programmes has focused on quantitative students surveys and qualitative semi-structured research interviews with students on their student engagement and learning experience. On the other hand, this paper evaluates the intervention through conducting a quantitative statistical analysis of the student records to evaluate the impact of PAL on a cohort’s performance on different social categories (classifications) and compares the results to a cohort of another group with a similar student profile, but without PAL intervention implementation.

The ‘ethnic’ attainment gap

2017 ◽  
pp. 12-17
Author(s):  
Ruth Mieschbuehler
Keyword(s):  
Attainment Gap

scholarly journals What moderates the attainment gap? The effects of social identity incompatibility and practical incompatibility on the performance of students who are or are not Black, Asian or Minority Ethnic

2019 ◽  
Vol 23 (1) ◽  
pp. 171-188 ◽  
Author(s):  
Daniel Frings ◽  
Ilka H. Gleibs ◽  
Anne M. Ridley
Keyword(s):  
Higher Education ◽  
Ethnic Identity ◽  
Social Identity ◽  
Demographic Data ◽  
First Year ◽  
Registry System ◽  
Attainment Gap ◽  
Academic Year ◽  
Minority Ethnic

Abstract A successful journey through higher education is, for many, a once in a lifetime opportunity for social mobility. Unfortunately, one notable feature of higher education systems is that students from some backgrounds do not achieve the same academic attainments as do others. The current study tests the role of one particular set of processes: social identity (in)compatibility on academic performance. Participants were recruited at two time points from a pool of first year undergraduates at a modern London University (N = 215) of which 40.1% were classed as Black, Asian or Minority Ethnic (BAME), 57.1% as non-BAME and 2.8% did not provide this information. A prospective design was employed: Alongside demographic data, measures at the start of the academic year consisted of measures of student and ethnic identity, and both practical and identity incompatibility. At the end of the academic year, average marks achieved were gained for each student from the university’s registry system. Results indicate that BAME students had equal levels of student identity to non-BAME students, but higher levels of ethnic identity. They also typically experienced higher levels of both practical and identity incompatibility. Finally, BAME students had lower attainment than did non-BAME students. Both practical and identity incompatibility appeared to moderate this effect. However, contrary to predictions, it was only under conditions of low and medium levels of incompatibility that BAME students attained lower marks than their non-BAME peers. The theoretical and practical implications of these findings are discussed.

scholarly journals Self‐affirmation reduces the socioeconomic attainment gap in schools in England

2019 ◽  
Vol 90 (2) ◽  
pp. 517-536 ◽  
Author(s):  
Ian Robert Hadden ◽  
Matthew John Easterbrook ◽  
Marlon Nieuwenhuis ◽  
Kerry Jane Fox ◽  
Paul Dolan
Keyword(s):  
Socioeconomic Attainment ◽  
Attainment Gap

An inclusive model of programme enhancement

2020 ◽  
Vol 22 (3) ◽  
pp. 166-172
Author(s):  
Dawn Reilly ◽  
Liz Warren
Keyword(s):  
Student Support ◽  
Academic Ability ◽  
Formative Feedback ◽  
Feedback Mechanisms ◽  
Content Assessment ◽  
Inclusive Curriculum ◽  
Economic Background ◽  
Attainment Gap ◽  
The Many

Within our institutions, there are an increasing number of projects that aim to make our programmes more inclusive. These kinds of projects can be motivated by a desire to address the attainment gap between students with differing ethnicities. This discussion piece aims to widen the conversation by recognising that it is essential that inclusivity does not stop at considering only the ethnicity of our students. Setting inclusivity within an agenda of continual programme enhancement keeps the need to shrink the ethnicity attainment gap in focus whilst remaining mindful of the needs of all students, whatever their age; gender; race; socio-economic background; or level of physical or academic ability. Specifically, when we aspire to improve the outcomes for our lowest attaining students, we take an intersectional approach to student support and the positive spill-over effects of the changes to content, assessment and formative feedback mechanisms we put in place will benefit the many as we pursue a more inclusive curriculum.

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