ÐÏࡱá>þÿ prþÿÿÿoÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥Á�À ø¿Æ/bjbjAA 4<#y#yN'wÿÿÿÿÿÿ·®®óóóóóÿÿÿÿ8?[k>w�£££~~~âääääää,©²[ `ó~~~~~Êóó££Û%ÊÊÊ~ó£ó£âÊ~âÊÊòÿÿÿÿÀ»I©Îÿÿÿÿ~L Î;0k» Ê» Êó. ~~~Ê~~~kÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ» ~~~~~~~~~® ¹:   Press release: embargoed until 00:01 hrs, Wednesday, September 4th Schools becoming less segregated Immigration and the recession have combined to reduce the levels of race and class segregation between English schools sharply in recent years, research will show today. The rising numbers of people falling into economic hardship since 2008 has meant that pupils eligible for and claiming free school meals have become more evenly distributed across England’s school system, while a similar process has occurred with regard to children from minority ethnic groups. In addition, the policy of trying to educate more children with special educational needs in mainstream schools has helped reduce the degree to which schools differ in the proportions of SEN pupils they educate. However, England appears to suffer from a “stubborn” underlying level of segregation for any indicator of disadvantage, say the researchers. And successive governments’ attempts to increase the number of types of school available to parents seem to be contributing to what segregation there is, as areas of England with many varieties of institution – from academies to faith schools and grammars – tend to be more segregated than those with greater proportions of community primary schools and “bog standard” comprehensives. The findings come in major new studies analysing background data for pupils in all mainstream English state schools over the past quarter of a century which were being presented at the British Educational Research Association’s annual conference today. Professor Stephen Gorard, of the University of Durham, who led the research, constructed several separate indexes of segregation. These were used to assess the degree to which England’s primary and secondary schools varied in the proportion of pupils they educated who claimed or were known to be eligible for free school meals; came from a minority ethnic group; spoke English as a second language; or had special educational needs. Data from the national school census, covering all schools in England, over the years 1989 to 2011, were used, but the analysis excluded private (fee-charging) schools. The analysis found that levels of segregation by income disadvantage – the degree to which schools differed in the proportions of free school meal pupils they educated – fell during the period 1989 to 1993, then rose to the early 2000s before levelling off and, from 2008, falling quite sharply again. (See note below). Professor Gorard and fellow researchers Rita Hordosy and Dr Beng Huat See, both of the University of Birmingham, concluded that the latest trend was linked to the economic downturn: as GDP fell, more people fell into poverty, more pupils became eligible for and claimed free school meals and thus, with FSM numbers more plentiful, such pupils became more widely distributed across schools. Separately, the research found its measure of the number of pupils segregated by ethnicity – the degree to which schools educated pupils classed as “white British” by ethnic origin and “non-white British” pupils separately – and by first language spoken in the home falling since data were first collected in the census by ethnicity and language, in 1997 and 2000 respectively. The research said: “As their number increased, non-white students have appeared more mixed between schools. This may be partly a historical increase in in-migration, but it may also be due to increased sensitivity in the census about the definitions of ethnic minority categories (with many sub-categories appearing over time, especially for those students originally deemed ‘white’.) It could be a growth in reporting as well as a growth in ‘reality’.” “And the same applies to students with English as a second language. As their number has grown…they have become more evenly spread across the system as a whole.” Indexes of segregation according to whether or not pupils had special needs, which saw a sharp fall from 1989 to the late 1990s before levelling off, completed the picture. The policy of trying to include pupils with SEN in the mainstream system, allied to a greater sensitivity in spotting special needs, ensured that such pupils were “spread more evenly between schools”. Each of the separate indexes of segregation fell quite substantially over the period, with those for special needs, ethnicity and English as an additional language roughly halving and the economic indicators centring on free school meals pupils dropping by around a third. Professor Gorard said, however, that there was a stubborn underlying level of segregation for any indicator of disadvantage. For example, since records began in 1989, the proportion of free school meals pupils who would have to exchange schools for there to be no segregation by poverty has never fallen below 30 per cent. In a separate paper, Professor Gorard’s team analysed the level of segregation within 36 local authority areas to see if there was any link between segregation and type of school. It found that the proportion of schools in an authority which were local authority-controlled and comprehensive was strongly linked to both lower levels of segregation and lower growth of segregation. In a new finding, largely successful schools which have been allowed to convert to academy status since 2010 under the coalition were found to have much lower rates of children eligible for free school meals than the national average, with large numbers of such schools in a local authority tending to be associated with higher levels of segregation. The same was true in relation to grammar schools. “Segregation by poverty is highest in areas with fewest ‘bog standard’ schools, and lowest in areas with fewest independent, special, selective, faith-based, foundation, CTC or academy schools,” concluded the paper. Professor Gorard said the findings with regard to declining segregation by ethnicity and special needs were encouraging, though there was still “a long way to go”. However, he said it was hard to feel pleased with a fall in income-related segregation of pupils in schools, given that this seemed to be being driven by more people falling into economic hardship. Overall, he suggested, the way education policy-makers could reduce segregation – including income-related segregation - was to try to reduce diversity in the range of schools on offer to parents. This institutional complexity seemed to support segregation, the evidence suggested. Data on the first of the new “free schools” set up in 2011 also showed generally low numbers of pupils eligible for free school meals. He said: “The economic region with the highest free school meals segregation is the West Midlands, where six authorities retain grammar schools and selection. The local authority with the highest segregation is Trafford, similarly having retained selection. The link with the new Converter Academies is even stronger. Indeed, any differentiated type of school – including faith-based, Foundation, and fee-paying – tends to be linked to higher local levels of segregation. On the other hand, maintained, non-selective, ‘bog-standard’ schools are strongly and unambiguously linked to both lower segregation and a further decline in segregation of all types over time.” “If you want less segregation, do not have different types of school,” Professor Gorard added. The symposium “Clustering Potentially Disadvantaged Pupils: Research Evidence from Different Countries” takes place at ºÚÁÏÍø911 on Wednesday, September 4th. The two papers highlighted here are: Stephen Gorard and Rita Hordosy “What is school segregation and why should we care? Patterns of between-school segregation in England” and Rita Hordosy and Stephen Gorard “What are the main determinants of between-school segregation in England?” Further information from: Warwick Mansell ºÚÁÏÍø911 press officer 07813 204245 Email: warwickmansell@gmail.com Notes for editors: 1 Separate segregation indicators were constructed on the basis of whether pupils were known to be eligible for free school meals; and whether they actually claimed for them. (Not all pupils claim the free meals to which they are entitled). Both indicators showed the same patterns over time, for both primary and secondary schools. Considering the segregation indicators as a whole, they were based on: number of pupils in a school eligible for and (separately) numbers claiming, free school meals; numbers of pupils known to have statements of special educational needs, or to have special needs without a statement; the number known to have English as a second or additional language; and the number of each known ethnic origin. For each of the above, separate indicators were constructed for primary and for secondary schools. That makes 12 indicators, in all. 2 In contrast to the position of “converter academies” (previously largely successful schools which have been allowed to convert to academy status under this government), “sponsored academies” – schools which were once struggling and are now run by outside sponsors – tend to have higher-than-average free school meals rates and to be in areas of generally lower segregation, the research found. 3 The 39th annual conference of the British Educational Research Association is being held at the University of Sussex from Tuesday, September 3rd to Thursday, September 5th. More than 600 research papers will be presented during the course of the conference. The conference programme can be accessed via the ºÚÁÏÍø911 website:  HYPERLINK "http://www.beraconference.co.uk" http://www.beraconference.co.uk ºÚÁÏÍø911 ºÚÁÏÍø911 The ºÚÁÏÍø911 is a member-led charity which exists to encourage educational research and its application for the improvement of practice and public benefit. We strive to ensure the best quality evidence from educational research informs policy makers, practitioners and the general public and contributes to economic prosperity, cultural understanding, social cohesion and personal flourishing.      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