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socio economic factors in educational acievement Free essay! Download now

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socio economic factors in educational acievement

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i must analyse the effect of gender, ethnicity and social class on educational achievement. you should incorporate statistics and/or charts and graphs to illistrate key points.the next step is to analyse why certain groups achoeve better outcomes from education than others. examine in depth the reaons for the disparity in educational achievement between the groups of pupils


Socio-Economic Factors in Education
Girls perform consistently better than boys across the board, with the largest differences in literacy measures, creative development and emotional development, and the smallest differences on the maths scales.

From the Foundation Stage through to GCSE, there is a gender gap in English, although, the gender gap is largest at Key Stages 3 and 4. In 1998 Key Stage 3 English witnessed 26% of girls reach level 6 or above compared with only 14% of boys. Three years later, in 2001, 73% of girls were achieving level 5 as against 56% of boys, and the gap has endured.

The 2006 key stage English tests caused much concern, as the statistics has confirmed the relatively poor performance of boys. In writing 59% of boys attained level four, compared with 75% of girls. In reading the differences were not as immense, but were still important. Level 4 was attained by 79% of boys and 87% of girls.

In 1996 Ofsted and the Equal Opportunities Commission published ‘The Gender Divide: Performance differences Between Boys and Girls at School’. They remarked: ‘Girls are more successful than boys-in terms of achieving GCSE grades A*-C, or broadly more successful, in almost all major subjects’. Five years later, in 2001, 55% of girls gained at least five grades A*-C, compared to 44.6% of boys, and the differences occurred in all subjects. 63.4% of girls and 53.8% of boys achieved 5+ A*-C GCSEs or equivalent in 2006.

Arnot et al. (1998) found that, nationally, girls had made greater academic progress than boys between the ages of three and sixteen, while boys had made greater academic progress between GCSE and A level. In disagreement to this statement gender differences in pass rate are much narrower at A-Level than at GCSE but gender differences still exist. It is sad that Girls are more likely to stay on in full time education at age 16 (82% of girls and 72% of boys). Girls are also more likely to be entered for A-Levels than boys (54% of entries are female), in contrast to the 1950s and 1960s when only a third of A-Level entries were female.

We then have to ask ourselves why this Gap has occurred over a lengthy period of time, and is still disquieting. Congenital dissimilarities is an indisputable factor, but one that is most at risk of encouraging a deterministic outlook. Throughout the process of birth and prenatally, it has been recognized through medical evidence, that boys are more susceptible, were they are more likely to suffer anoxia and other impediments.

It has also been suggested that boys are less well endowed than girls with verbal reasoning and analytical skills. Girls have been said to be more responsive to sound ...

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