GCSE成绩差距:评估永久学校排斥的影响

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Stephen Hills, Matthew Walker, James Guinn, Aubrey Kent
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引用次数: 0

摘要

对英国学校和政策制定者来说,永久的学校排斥仍然是一个非常感兴趣的话题。由于人们认为排斥事件直接造成消极后果,关于这种做法的辩论最近愈演愈烈。研究确实表明,与未被排斥的同龄人相比,被永久排斥的学生在各种负面生活结果中面临的风险更大。然而,在那些被排除在外的群体中,弱势群体的比例不成比例,这一点在实证检验中没有得到解释。因此,以前对永久排斥的影响的测量可能高估了其负面影响,因为它们没有控制不利的瞳孔特征。由于混杂变量和样本选择偏差的影响,这是本研究的一个重要局限性。利用国家学生数据库和一组完整的英国学生(N = 590,092),我们的分析追踪了1490名学生的样本,这些学生在2018/2019年被英国教育系统永久排除在11年级之外。使用上限GCSE分数作为学业成就变量,我们发现永久被排除的学生分数比非永久被排除的同龄人低近25分。然而,当控制不利的瞳孔特征时,这种差异大约减少了一半。因此,我们得出结论,永久排斥既不是劣势的催化剂,也不是劣势在同一轨迹上的延续,而是现有劣势的加剧。换句话说,在永久性排斥事件之后,现有的劣势轨迹变得更加陡峭。因此,考虑到所发现的GCSE成绩差距同样可归因于永久排斥和不利的学生特征,政策制定者既应限制永久排斥作为最后手段,也应为有被永久排斥风险的学生提供额外的支持。将永久被排除在外的学生的GCSE成绩纳入其前学校的学术排名表数据,激励学校以这些高度弱势和弱势学生的最佳利益行事。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The GCSE attainment gap: Assessing the influence of permanent school exclusion

Permanent school exclusions continue to be a topic of keen interest to UK schools and policymakers. The debate over the practice has recently intensified owing to the perceived negative outcomes directly resulting from the exclusion event. Research has indeed shown that pupils who have been permanently excluded are at a greater risk for a variety of negative life outcomes when compared with their non-excluded peers. However, that disadvantaged groups are disproportionately represented among those excluded has not been accounted for in empirical testing. Accordingly, previous measures of the influence of permanent exclusion may have over-estimated its negative consequences because they have not controlled for disadvantageous pupil characteristics. This is a critical limitation of the research owing to the influence of confounding variables and sample selection bias. Using the National Pupil Database and a full cohort of UK pupils (N = 590,092), our analysis tracked a sample of 1490 pupils permanently excluded in year 11 of the English education system in 2018/2019. Using capped GCSE points as the academic attainment variable, we find that permanently excluded pupil scores were nearly 25 points lower than their non-permanently excluded peers. However, when controlling for disadvantageous pupil characteristics, this difference was cut roughly in half. As such, we conclude that permanent exclusion is neither the catalyst of disadvantage nor a continuation of disadvantage on the same trajectory, but rather an accentuation of existing disadvantage. In other words, the existing trajectory of disadvantage gets steeper following the permanent exclusion event. Therefore, considering that the GCSE attainment gap found is equally attributable to both permanent exclusion and disadvantageous pupil characteristics, policymakers should both limit permanent exclusion to being a last resort and provide additional support for pupils at risk of being permanently excluded. Including a permanently excluded pupil's GCSE attainment in their former school's academic league table data incentivises schools to act in the best interests of these highly disadvantaged and vulnerable pupils.

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来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
期刊介绍: The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
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