University research informs government policy, to help fight the effects of inequality in education.
The effect of social and economic inequality on education runs deep. Pupils from poorer families face very different life outcomes to wealthier children.
Government policy has attempted to narrow this inequality. The introduction of comprehensive schools was one such policy. Educational Maintenance Allowance, which paid young people to remain in education, was another.
This body of research seeks to track the effect of policy on education. This includes failures as well as successes. The outcome is recommendations for future policies, which try to make education a more equal part of society.
Research into inequality has been carried out at the University of Edinburgh since 1997. This programme is still ongoing, and works alongside UK-wide research.
Much of the research takes the form of social surveys. These are large-scale and high-quality. Taking statistics from such studies gives researchers insight into education policy.
The research found that some policies could improve equality in schools. However, it also found that these improvements are limited.
It compared Scotland to England. Scotland uses comprehensive schooling. The research found this to be less unequal than the English system where schools compete in a market. Cut in England in 2010, the Educational Maintenance Allowance also increases equality, both financial and gender-related.
However, the studies also found that the comprehensive schooling did not help social equality overall. Changes to higher education also helped wealthier children more than poorer ones. This meant that even though some low-income students benefitted, the distance between social classes remains.
