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ERIC Number: ED526913
Record Type: Non-Journal
Publication Date: 2009
Pages: 82
Abstractor: ERIC
Reference Count: N/A
ISBN: ISBN-978-1-8477-5375-5
Pupils with Declining Attainment at Key Stages 3 and 4: Profiles, Experiences and Impacts of Underachievement and Disengagement. Research Report. DCSF-RR086
Callanan, Meg; Kinsella, Rachel; Graham, Jenny; Turczuk, Ola; Finch, Steven
Department for Children, Schools and Families
This research was carried out by the National Centre for Social Research (NatCen) on behalf of the Department for Children Schools and Families (DCSF). In 2005, the Government's 14-19 White Paper established targets of increasing young people's participation in post-16 education and training to 90% by 2015. In 2008 the Education and Skills Act was passed, raising the participation age to 17 from 2013 and 18 from 2015. This study sought to inform this agenda by furthering understanding of why a group of young people who have performed well up to Key Stage 3 (KS3), then disengage from education or under-perform at Key Stage 4 (KS4). It also aimed to inform policy thinking on how young people can be better supported to achieve their potential and make a successful transition to post-16 education, training or work. These issues will become of particular importance in thinking how to retain young people in compulsory education post 16. The study explored specific key objectives which were to: (1) Analyse matched administrative records to identify the young people who underachieve at KS4 relative to their KS3 attainment, profile their characteristics, and to track them into post-compulsory education and training; (2) Explore why young people underachieved or disengaged from education at KS4; (3) Explore the roles played by experiences of school, the curriculum and delivery of education in contributing to young people's disengagement as well as the role of factors outside the education and training experience; (4) Identify the circumstances, processes and pathways leading to underachievement and disengagement; and (5) Explore how school experiences impact on post-16 destinations and pathways. The study has highlighted that the patterns, causes and extent of disengagement are complex and varied. This therefore makes identification at an early stage particularly challenging for schools and school staff. Early identification is key in the provision of effective support. Schools faced a range of barriers in identifying disengagement, not least a gap between the wealth of data collected and the use made of it. More systems and resources may be needed in schools to improve identification. Appended are: (1) statistical analysis, strand 1; and (2) Methods: qualitative research strands 2, 3 and 4. (Contains 5 figures, 6 tables and 20 footnotes.) [For the research brief, "Pupils with Declining Attainment between Key Stages 3 and 4: Profiles, Experiences and Impact of Underachievement and Disengagement. Research Brief. DCSF-RB086," see ED526914.]
Department for Children, Schools and Families. Castle View House East Lane, Runcorn, Cheshire, WA7 2GJ, UK. Tel: +44-370-000-2288; Fax: +44-19-2873-8248; Website:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Department for Children, Schools and Families
Identifiers - Location: United Kingdom (England)