The Effects of Poverty on Pupil Success in Glasgow Secondary Schools

Stephen McKinney, Stuart Hall, Kevin LowdenUniversity of Glasgow

Education and Employers Taskforce Research conference 2014Poverty and school leavers in Glasgow secondary schools

Selected Aims of Study To explore the relationship between deprivation and attainment (exam performance) and deprivation and school leaver destinations among pupils in Glasgow secondary schools.

To undertake further research (case studies) into schools that appear to buck the trend in relation to either deprivation and exam performance and/or leaver destinations. Background: PovertyApprox 1 in 4 people in Glasgow classified as income deprived (Scottish average: 1 in 7 = 14% of population) (Green, 2007; Burnett and McKendrick. 2007 ).

Children born into deprivation are most likely to be trapped in cycle of deprivation. School education and possibility of social advancement/mobility important part of anti-deprivation initiatives. (House of Commons Scottish Affairs Committee 2008).

Methodology

Attainment and leaver destination data identified for three years (2006/7, 2007/8, 2008/9) and figures aggregated for these years. Advantage of increasing the numbers of pupils included in the research and reducing the potential effects of year on year variations. Creation of new measure of deprivation POVAR2 which is based on three existing proxy measures of deprivation.Aiming to repeat exercise this year for 2010-2013.

School Leaver DestinationsThe importance of school leaver destination was noted in the Child Poverty project (2009): For children and young people living in poverty, employment is often the main means of attaining a better life. Youth employment promotes social integration and citizenship, and benefits economic development.We reviewed school leaver destination data for 2006 2009.

ConclusionsThere is a significant negative association between deprivation and attainment in Glasgow secondary schools.There is a significant positive association between deprivation and leaver destinations (excluding HE)Some schools serving poorer areas are leading the way in terms of the proportion of pupils going onto positive destinations their first post school opportunity. Schools may be more able to impact on leaver destinations than attainment. This may be an important finding for education and anti-deprivation strategies.

Qualitative MethodSample: 5 secondary schools in Glasgow Schools A, B, C, D and E.Schools A and C are denominational; B,D and E are non-denominational.Key informants Interviews June/July 2011.Semi-structured interviews by two members of research teamAll interviews recorded and transcribed for analysisInterviews designed to establish what methods of intervention were being used; how they were measured; personnel involved; barriers encountered.

SampleGroup 1Schools B, C and E.

Schools B, C and E all have high success rate with initial leaver destination

This is despite high levels of deprivation

Schools B and C work in close partnershipGroup 2Schools A and D

High levels of deprivation

Less successful with initial leaver destinationSample - IntervieweesSchool ADeputy Head Teacher

School BHead TeacherPrincipal Teacher Pastoral Care and Careers coordinatorSkills Development Scotland e/e

School CDeputy Head Teacher

School DHead TeacherFormer Employment Officer

School EDeputy Head TeacherPrincipal teacher of Enterprise, Employability and Partnership

FindingsSocio-economic context of the schoolSocially challenged families and areasCuts in school budgets and external staffEmployability and sustainable futuresApprenticeshipsRise in University tariff and University feesCuts in College provision

Personnel involvedImportance of leadership and designated staffCollaboration with external partners

Nature of interventionIntervention at an early ageTargeted intervention

Personnel involved: Importance of Leadership Shared VisionVision of expectation

The staff in the schooldefinitely do their utmost and they are rigorous in terms of providing quality education, in setting high standards for the children, high standards as soon as they come in the door in terms of their learning, in terms of their conduct, in terms of their expectations about quality, about presentation, about working with others, about respect, about basically only the best will do (DHT school C).

Vision of inclusivity

I am absolutely committed one hundred percent to positive leavers destinationsall I want is young people to achieve their potential and if thats University then thats the focus, if thats going into a training position, thats the focus (HT school B).

Personnel involved: Importance of Leadership - Vision and OperationCommitment of HTsocially just approach (Thomson, 2010).vision of expectation and inclusivity

Essential support from: Other members of school leadershipMembers of teaching teamsCollaboration with external partners

Allocation of resource?

Personnel involved: Importance of Leadership - OperationSchools B and E funded school postsPrincipal Teacher of pastoral Care and careers coordinator (B)Teacher of skills for life, skills for work and skills for learning (B)Principal teacher of Enterprise, Employability and Partnership (E)

Schools B and E funded more time from external partnersCareers Advisor for two extra days (E)Careers advisor for one extra day (B)

Personnel involved: Importance of leadership - OperationGroup 1

Leaders work with designated members of staff funded internal postsDevolved responsibility for operational matters and working with external partnersExternal partners important extra time funded by schoolWorking in close collaboration with schoolMore intensive contact on individual basis with young people

Group 2

Work with wider teaching team no funded internal postsSome responsibility for operation resides with HT/DHTProblematic: school D charismatic leader on secondment (Griffiths, 2008)External partners important no extra time fundedLooked to external partners for some of the intensive contact on individual basis, but more autonomousFurther ResearchThis research project intends to further investigate: A) Attainment 2006-2013; Leaver Destination 2006-2013.B) Schools that continue to have high levels of positive leaver destinationAttitudes and views of pupils preparing for leaver destinationPedagogy of poverty

Publications

McKinney, S.J., Hall, S., Lowden, K., McClung, M. and Cameron, L. (2012) The relationship between poverty and deprivation, educational attainment and positive school leaver destinations in Glasgow secondary schools, Scottish Educational Review 44 (1), 33-45.

McKinney, S.J., Hall, S., Lowden, K., McClung, M. and Cameron, L. (2013) Supporting school leavers in areas of deprivation into initial positive school leaver destination (Case Studies in Glasgow Secondary Schools) Improving Schools 16 (1), 63-78.