sociology- education Flashcards
what is meritocracy
definition
a society in which is based upon individual achievement, everyone has equal opportunity to succeed.
what is cultural deprivation
definition
not having the ‘right’ culture to succeed
what are the 3 external factors (cultural deprivation theorist/ class)
language, parental education and working class subcultures
what does Bernstein argue
argument A02
m.c use the elaborated code (wider vocab and more complex) which is also used by schools, teachers, exams and more giving them an advantage
w.c use the restricted code (grammatical errors and short sentences) which is not used by schools disadvantaging them
Bernstein evaluation
evaluation AO3
not all w.c use the restricted code (Alan Sugar)
the curriculum should be more inclusive
what does Douglas argue
argument
m.c children are more likely to have parents who achieved better and therefore have higher expectations for their kids, they can also help with homework and buy in to the education system e.g. private tutors
Douglas evaluation
evaluation AO3
not all m.c parents are involved and enforce discipline
latch key children
not all money is spent on their child’s education
what does Sugarman argue
argument A02
4 key barriers to education (immediate gratification, fatalism, collectivism and present time orientation)
Douglas evaluation (further)
evaluation AO3
w.c students can and do go on to further education
w.c care just as much on their education as m.c students
cultural deprivation theorist evaluation (class)
right wing- blame the w.c
Keddie (73) sees it as victim blaming
Troyna and Williams (86) argues schools should change attitudes towards w.c students
keddie (73) argues (class)
its victim blaming, w.c children are different not deprived
Troyna and Williams (86) argue (class)
schools should change their attitudes towards w.c students
posh kids go to state school showed us…
private school educated people dominate the highest paying jobs in society
private school children’s parents are more involved in their education
w.c students don’t have the environment to succeed
private schools have dinners in which they make connections with important people
private schools have more extra curricular activities
private schools have no anti-school subcultures
what is material deprivation
not having enough wealth and income
Flaherty (04) argues (class)
lower incomes affect nutrition, lack of space and likelihood of being bullied
tanner et al (03) argues (class)
items such as uniform, books etc are a burden to w.c families
Ridge argues (class)
children with lower income families take on part time work which can have a negative impact on school work
ridge evaluation (class)
part time work comes with positives (income, confidence, self esteem)
Howard (04) (class)
children from lower income families have lower intakes of energy, minerals and vitamins (lack of concentration, mood swings and behavioural problems)
housing
w.c are more likely to live in cold, damp, small and overcrowded houses
university fees
w.c are less likely to receive financial support from families to go to university
material deprivation evaluation (general)
ignores internal factors
the government tries to help- pupil premium, social housing etc
what is cultural capital
having the wealth and the right culture to succeed
what does Bourdieu (84) argue
material and cultural deprivation are interlinked
the education system favours and transmits m.c culture
what are some activities needed for cultural capital (Robson)
extracurriculars, educational trips and holidays, museums, theatre, art galleries
what are the 4 internal factors (class)
labelling, sets and streams, subcultures and class identities
who argues the theory labelling
Becker
what does Becker argue about teacher’s ideal students
ideal pupils are middle class
explain labelling theory’s’ impact on education
middle class may be labelled as hard working, giving them more motivation and may be asked to do extra work etc
however working class students may be labelled as naughty and treat them with less motivation to succeed
labelling evaluation
not everybody becomes their label (too deterministic)
teachers argue they dont label
sets and streams in education
w.c students may be labelled as low ability and be placed in lower sets
higher sets have a better environment and enable students to stretch themselves
what are the 2 subcultures
pro- school subcultures and anti-school subcultures
what does Lacey argue (subcultures)
if students cant gain status through school and grades they gain through anti-school subcultures
how can all three (labelling, sets and streams and subcultures) interact
Chris is labelled as lazy and dumb as he is not the ideal student (Becker)
Chris gets put in to a lower set and stream as he’s been labelled as low ability
Chris is resentful towards the school and his teachers
Chris joins an anti school subculture after copying others in his new classes
what is a habitus
the cultural framework of a class
a class’s preference of lifestyle, fashion, leisure, tv, programmes, good and bad tastes and more
how is habitus taught
through socialisation within the family
what is symbolic violence
the power to attack and devalue another social group
what does Bourdieu argue about habitus
middle class have the ability to impose their habitus on education and schools will attack the w.c by devaluing who they are and their habitus
what does archer ague about class identities
w.c do not have the correct cultural capitol to succeed due to symbolic violence therefore they will change their habitus in order to fit in
who argues the theory of Nike identities
Archer
what are nike identities
w.c students will invest in certain styles to give themselves a sense of identity however the m.c stigmatises it and view it as tasteless
evaluation of archer’s nike identities (3)
high standards for all= equality between social classes
some schools have systems in place to help w.c families
prepares you for the working world
ethnicity and education statistics (2)
white and Asian students on average achieve higher than black students
unemployment for ethnic minorities was 12.9% double white 6.3%
ethnicity on education (5)
linguistic skills, attitudes and values, family structure and parental support, material deprivation, racism in wider society
what do cultural deprivation theorists argue about ethnic minorities and linguistic skills
that many ethnic minorities lack adequate stimulation and enriching experiences leaving them poorly equipped for school
what do Bereiter and Engleman argue
low income black American families are ungrammatical, disjointed and incapable of expressing abstract ideas
what is an evaluation of linguistic skills (3)
racist
w.c white males also use the restricted code
Swann Report (85) language differences had little impact on achievement
attitudes and values argument
CDT believe black children are socialised to have fatalistic attitudes
family structure and parental support arguments
‘dysfunctional’ family types are to blame
what 2 sociologists argue about family structure and parental support (ethnicity)
Moynihan and Scruton
Moynihan (65) argument
African- Caribbean lone mothers to blame, lack of male role models
scruton (86) argument
low achievemnt is due to ethnic minorities failing to conform to british culture
general evaluation of CDT (3) (ethnicity)
Moon and Ivins found parental involvement in ethnic minorities was higher
single mothers (lone parent) are positive role models
victim blames
are ethnic minorities more or less likely to suffer from material deprivation
more
what is a statistic to support material deprivation within ethnic minorities
2/5 of the population of ethnic minorities are living in poverty- double of white British population (2012-13)
what are 5 reasons for material deprivation in ethnic minorities
live in deprived areas
lack of language skills
foreign qualifications
asylum seekers unable to work
racism
material deprivation- evaluation (ethnicity)
Gilborn and Mirza- social class doesn’t override ethnic inequalities
not all ethnic minorities face material deprivation (Asian and Chinese students are likely to come from a middle class background)
what does Rex argue about racism in wider society
racism leads to social exclusion which worsens poverty faced by ethnic minorities
housing for ethnic minorities
minorities are forced into sub-standard accommodation
what does Wood argue about employment for ethnic minorities
job applications from a white person are more likely to be offered an interview
contemporary society examples of racism
BLM movement following the death of George Floyd
Stephen Lawrence
ethnocentric curriculums and institutional racism
what does Will.I.Am’s documentary ‘the black print’ show us (4)
young black men are 7x more likely to be stopped and searched
discrimination in the workplace
Bristol Bus Boycott- missed out in history etc
a school with no ethnocentric curriculum allows students to realise they can achieve anything
what is an ethnocentric curriculum
an attitude or policy that gives priority to the culture and viewpoint of one ethnic group while disregarding others
what do Troyna and Williams argue about schools and discrimination
schools unconsciously discriminate against ethnic minorities
what does Gilborn (97) argue about marketisation
that it gives schools more scope to select pupils and allows negative stereotypes to influence decisions
what do Moore and Davenport (90) argue about marketisation
school selection mans some minorities fail to get in to better schools
EXAMPLE primary schools screen out pupils with language difficulties
The Commission for Racial Equality (93) found… (2)
racial bias in interviews, lack of applications in foreign languages etc
what did Gillborn and Mirza find for black pupils
they are the highest achievers in primary yet have the worst GCSE results
what does Gillborn and Mirza’s study show us
that their achievement must be hindered by internal factors not external
what do Gillborn and Youdell find on teacher racism
teachers are quicker too discipline black pupils and see black students as threatening and more likely to misbehave
what did Wright (92) find/ argue- ethnicity
Asian students in primary schools were negatively labelled as having bad English skills therefore their teachers spoke to them patronisingly and simplistically. Asian students also felt isolated when teachers disapproved of names or customs
what did Fuller (84) find/ argue- ethnicity
studied high achieving black girls who rejected their negative labels but did it for themselves, not teacher approval
what did Mirza (92) find/ argue- ethnicity
studied ambitious black girls who didn’t achieve due to racism
Mirza identified 3 teacher types:
-colour blind teachers, all students are equal but allowed for racism to go unchallenged
-liberal chauvinists, low expectations of black students as they are culturally deprived
-overt racists, actively discriminate, black students are inferior
what did Sewell (98) find/ argue- ethnicity
studied black boys’ strategies to cope with racism, found 4 groups:
the rebels, small and influential, openly hate school
the conformists, largest group, wanted to fit in and avoid stereotypes
the retreatists, smallest groups isolated by school and subcultures
the innovators, anti-school but pro-education
labelling and teacher racism evaluation (4)
shows how teachers can be a cause of failure
not all pupils accept their labels (fuller)
policies to prevent this
teachers may be a result of the education system as a whole
gender differences overall trends (2)
more girls stay on for A-levels
girls do better than boys in their GCSE’s
what are the three external factors for gender difference in achievement
rise in feminism/ changes in ambition, changing families, changing employment
changing ambitions/ a rise in feminism (3)
Sue Sharpe- a change in female priorities from the 70’s compared to the 90’s (from wife to career driven)
women now realise their education is not a waste and they can actually use it to work, not just be a housewife
acts such as the Equal Pay Act, free contraception etc
changing ambitions/ a rise in feminism evaluation (3)
doesnt explain why girls do better
policies put in place arent fully implemented e.g. there is still a pay gap between men and women
just because girls are more ambitious doesnt mean they can achieve more
changing families (4)
increase in divorce- realise they don’t have to stay in unhappy marriages
decrease in birth rate- female headed lone parent families- positive role models
women staying single- other lifestyles are possible
changing employment (2 acts and 1 point)
Equal Pay Act 1970
sex discrimination act 1975
these acts make it more equal for women giving them more motivation to work
changing employment evaluation (2)
men continue to earn more in their lifetime than women
children are a social pressure and are discriminated against in the workplace
what are the 5 reasons for gender differences internal
equal opportunities policy, coursework, role models, teacher attention and league tables
why does equal opportunities policy lead to differences in achievement
national curriculum 1988- m=boys and girls take the same subjects- no gender bias/ gender stereotyping
GIST and WISE set up to encourage girls in to STEM subjects
a more meritocratic system
why does role models lead to differences in achievement
more female teachers providing a pro- education role model for girls
this may mean girls get more positive labelling which may lead to better achievement
role models evaluation
boys can have female role models
female teachers can provide a positive role model for girls (Sharpe)
why does coursework lead to differences in achievement
Mitsos and Browne (98) believe girls are more organised and conscientious and therefore do better in coursework
what is an evaluation of coursework
boys can have the same attributes girls have
stereotypical ‘feminine’ qualities
why does teacher attention lead to differences in achievement
French and French (83) boys and girls receive equal attention however boys get more through misbehaviour
Swan (98) boys dominate class discussions and teachers respond more positively to girls behaviour
why do league tables lead to differences in achievement
girls are seen as ‘more able’ and get in to better schools therefore receive a better education
what are the 5 reasons for boys underachievement
feminisation of schooling, laddish subcultures, globalisation and literacy skills, boys overconfidece
what sociologist argues about feminisation of schooling
Sewell
feminisation of schooling
argued by Sewell (06) that traditional masculine traits e.g. competition and leadership are no longer being taught
there is also an argument for a lack of male role models
feminisation of schooling evaluation (3)
Francis (06) boys+girls aged 7/8 dont care about their teachers gender
reinforces the patriarchy
Haase (08) found that education is male dominated
what is a ‘laddish’ subculture
when boys are encouraged to be anti-school
what 2 sociologists argue about laddish subcultures
Francis and Epstein
what does Francis argue about laddish subcultures
boys see smart as ‘unmasculine’ and w.c boys see non manual work as feminine
what does Epstein argue about laddish subcultures
boys who are pro-school are subject to harassment and verbal abuse such as being called gay
what is an evaluation of laddish subcultures (1)
some boys want to succeed and don’t see being smart as a weakness or as feminine
Mirza (92) subcultures argument (girls)
evidence of pro-school female subcultures who actively encourage each other to study.
how has globalisation impacted on boys underachievement
a decline in traditional industries
Mitsos and Browne argue that the decline in heavy industry employment leads to an ‘identity crisis’
this means boys struggle to see where they will go after education and lack the motivation to work hard
evaluation of globalisation (1)
girls can also suffer from identity crises as it is not all men that do these jobs
how has literacy skills impacted on boys underachievement
parents spend less time reading to their sons and do not develop a ‘bedroom culture’ therefore they cant develop their communication and language skills
boys read for info, girls read fiction
literacy evaluation (1)
some boys read fiction as well
how has boys overconfidence impacted upon their underachievement
Francis research in 3 schools (98-9) found boys thought exams were easy and didn’t revise, when they failed they then blamed their teachers or their own lack of trying not their ability
overconfidence evaluations (2)
some boys do try hard for their exams and may still fail
some boys take accountability for failing their exams
what are the 5 reasons for gender choice
early socialisation, peer pressure, subject gender, gendered careers, gender domain
which 3 sociologists argue about early socialisation (subject choice)
Bryne (79)
Murphy and Elwood (98)
explain early socialisation on subject choice (1 point 2 sociologist argument)
family dresses and gives different toys to different genders
Bryne (79) argues teachers encourage boys to be tough and girls to be quiet and helpful
Murphy and Elwood (98) girls read fictions boys read non fiction
which 2 sociologists argue on peer pressure
Skeleton (07) and Paechter (98)
explain peer pressure on subject choice
children pressure each other to conform to gender stereotypes. boys will drop out of music and girls wont take P.E. out of fear of being labelled as ‘butch’
what does Skeleton (07) argue on subject choice
students pick subjects appropriate for their gender stereotypes
what does Paechter (98) argue on subject choice
girls who choose P.E. had to find other ways to express their femininity in fear of being called a lesbian or butch
what is a gender domain
activities seen as male and female
who argues about gender domains
Browne and Ross (91)
what do Browne and Ross argue (91)
children are more confident when a subject is a part of their gender domains e.g. boys doing a maths question which includes cars
what is gendered subject image
subjects are seen as male or female, for example more male teachers teach science and images used in textbooks are more likely to be male therefore science is seen as a ‘male’ subject
who argues about gendered subject image
Colley (80s)
what does Colley (80s) argue
computer science is seen as masculine as it involves machines and the way it is taught is off putting to girls
what is gendered careers
jobs dominated by certain genders are classed as a feminine career or a masculine career e.g. nurses and construction
doc- no more boys and girls- can out kids go gender free? showed us… (5)
-students already know about gendered careers from as young as 7
-students see boys as strong and girls as weak
-girls underestimate their strength and intelligence while boys overestimate
-they believe boys cant cry
-experiment, when boys and girls swapped clothes (babies) strangers gave them ‘boys’ the robots and ‘girls’ the dolls and teddies
what does Connell (95) argue about gender identities
schools reproduce hegemonic masculinity, the dominance of heterosexual masculinity and female and gay identities as subordinate
what do feminists argue on education
patriarchy is reinforced throughout education
what 4 sociologists argue about verbal abuse
Mac and Ghaill (92), Lees (86), Paechter, Parker
what do Mac and Ghaill argue on verbal abuse
anti-school w.c. boys would call pro-school w.c. boys dick-head achievers
what does Lees argue on verbal abuse
if girls were sexually available they were called slags but if they weren’t they were called drags by boys, but there is no equivalent for men
what does Paechter argue on verbal abuse
name calling maintains male power, negative labels such as ‘gay’ and ‘queer’ are used to police students sexualities
what does parker argue on verbal abuse
boys who were nice/ friendly towards girls were labelled as gay however BOTH lees and Paechter found this held no relation to sexuality
how do boys reinforce the patriarchy in education (verbal abuse)
by belittling behaviour seen as ‘gay’ or ‘girly’ and using abusive terms relating to women’s bodies
who argues about teachers impact on gender identities (2)
Haywood, Mac and Ghaill
Askew and Ross (88)
what do Haywood Mac and Ghaill argue on teachers
male teachers would tell boys off for ‘acting like girls’
what do Askew and Ross argue on teachers
male teachers have a protective attitude towards female colleagues
what does Lees (93) argue on double standards
boys boast about their own sexual exploits but if girl do it they get labelled negatively
what’s the impact of double standards
keeps females subordinate and reinforces gender inequality
what does the male gaze do
reinforces dominant heterosexual masculinity and devalues femininity.
boys will prove their masculinity through retelling sexual conquests and boys that don’t are ‘gay’
who argues that the male gaze is a form of social control in which boys and male teachers view girls as sexual objects
Mac and Ghaill
what do Mac and Ghaill (93) argue about male peer groups
w.c. boys were macho and dismissive of working hard
m.c. boys who did well had to act like it was easy and they didn’t try ‘real Englishmen’
what does Ringrose (13) argue about female peer groups
being popular was crucial, they had to be loyal friends but nice to everyone, be competitive but also compete for the attention of boys
what does Currie et al (07) argue about female peer groups
balancing between being a ‘slut’ and being ‘frigid’ when dating. shaming =social control
what does Durkheim think the 2 functions of education are
- promotes social solidarity 2. prepares students for work
what does promotes social solidarity mean
teaches norms, values, common history and shared rituals. teaches students to follow the same universalistic rules
what does prepares students for work mean
equips individuals with the specialist skills needed to participate in modern society
evaluation of Durkheim
doesn’t consider students with learning difficulties
could take away aspects of personality and characteristics
there should be more time to be a child
what does Parsons think the 2 functions of education are
- secondary socialisation 2.meritocracy
what does parsons believes school teaches
universalistic values, acts as a bridge from school to home as at home you’re taught you’re special but school teaches you you aren’t any more special than anyone else
evaluation of parsons (2)
not everyone has equal chances
ignores external factors and inequalities
what do Davis and Moore argue
role allocation
what are the 4 stages of role allocation according to Davis and Moore
- some people are naturally more talented and intelligent
- the most talented need the more complex jobs for society to function
- higher pay for more complex jobs (motivating)
- meritocracy means everyone can compete for the complex jobs the most talented getting the qualifications and then the job
evaluation of role allocation (Davis and Moore)
not always the highest paid jobs are the most complex e.g. actors
women and ethnic minorities are less likely to be in the ‘top’ jobs
what does Althusser believe the role of education is (2)
reproduction and legitimation
what is reproduction (Althusser)
the next generation of workers is reproduced through failing w.c. students
what is legitimation (Althusser)
lies, making meritocracy appear as truth, blaming the individual not the capitalist’s system
evaluation of Althusser
not all w.c. students fail and do w.c. jobs (Alan sugar)
what do Bowles and Gintis argue
what you learn at school teaches you how to become the proletariat capitalism needs ‘the long shadow of work’
the myth of meritocracy
role allocation, the most obedient students get the best grades and work
what is role allocation Bowles and Gintis
the most obedient students get the best grades, carrying out capitalism
what is the correspondence principle Bowles and Gintis
education teaches students to be the workers capitalism needs
what is the myth of meritocracy Bowles and Gintis
success is down to your class background not your achievement and talent
who argues about the correspondence principle, the myth of meritocracy and role allocation
Bowles and Gintis
evaluation of Bowles and Gintis
functionalists believes education preparing you for work is a positive
not all students become controlled (behavioural issues)
success is a balance between hard success and class background
what does Willis argue
w.c. students don’t passively accept the system but know they are set up to fail, they see through the myth of meritocracy and join anti school subs eventually aspiring to manual jobs
what two groups does Willis identify
‘lads’ w.c. anti school subcultures and ‘earioles’ pro school m.c.
evaluation of Willis (2)
outdated
he only studied 12 w.c. boys in one location
general Marxism evaluation
feminists argue education reproduces patriarchy not capitalism
romanticises w.c. students, they are seen sympathetically not as poorly behaved students who can make bad decisions
what is marketisation
making schools compete against one another to be the best school, therefore getting more students (like a business)
what theorists believe in marketisation
the new right
what is marketisation similar to/ also known as
neoliberalism
what do the new right think the function of education is
education is meritocratic, some people are more gifted, prepares students for work and socialises norms and values
who are the main sociologists for the new right
Chubb and Moe
what do Chubb and Moe believe
the government cant run a good education system
state run education is the same for everyone and individuals and communities have needs the state cant cater for
an example of state run education not being able to cater for specific needs is
rural areas need aspirations raised
urban areas need to manage behaviour
explain the new right and lower standards in schools
they believe state run schools cant be accountable for students and parents
therefore schools who don’t get good results don’t need to change meaning lower standards and a less qualified workforce
evaluation of lower standards
most teachers want their students to succeed and achieve
offsted examinations
what do Chubb and Moe suggest as a solution
private schools, each family are given a voucher per student to spend on the private school they want
evaluation of Chubb and Moe’s solution
how will this be funded?
what will upper classes do
not practical, education is already financially struggling
what do the new right believe schools should ‘promote’ and what do they ‘oppose’ (the national currciulum)
schools should teach ‘Britishness’ and positive British history
the new right oppose multiculturism as it fails to promote shared values and culture
evaluation of the national curriculum
can lead to an ethnocentric curriculum
overall evaluation of the new right
the new right are contradictory, want parents to have a choice but demand a national curriculum from the state
the new right ignore external factors for education failure e.g. poverty, discrimination and more
evaluation of the new right- what do Ball and Gerwitz argue
marketisation only benefits the m.c. as they have the cultural capitol to recieve the benefits
EY- where is the proof of Bowles and Gintis’s theory
there isnt proof, Tom often talks back and doesnt respect authority
EY- proof of Durkheim, preparing students for work
Robbie-Joe told off for being late
Tom still has to go school despite grieving his step brother
Robbie-Joe’s mum called in for lateness and lack of respect
EY- is it true boys get more attention for their misbehaviour rather than their academic achievement?
Robbie-Joe and Tom both struggle with their behaviour
being late, not doing work, not going class, singing etc
parents are called in/ meetings are arranged
what educational policy was in 1918
the fisher act
what did the fisher act introduce (4)
leaving age raised to 14
education was free
the state was responsible for secondary education
the system was divided through class, a fee for m.c
what act was shaped through meritocracy
the 1944 education act
what year was the butler education act
1944
what did the 1944 education act introduce
the tripartite system
what 3 schools were introduced under the 1944 education act
grammar schools, secondary moderns and technical schools
who were grammar schools for
‘bright’ and ‘academic’ 20% of the population
what term was used for the tripartite system, specifically grammar schools
‘cream skimming’
who were secondary moderns for
the majority of the population, only sat CSE’s
who were technical schools for
5% of the population, those with interests in vocational skills and training
evaluation of the tripartite system/ 1944 education act
the schools did not have equal staffing, equipment etc
grammar schools were seen as the best and m.c. parents would pay for tutors
social class divide remained
11 plus test IQ which isn’t reliable
denied many education past the age of 18
what was the comprehensive system/ circular 10/65
replaced the 3 schools with one comprehensive school (high quality and provided for all classes and abilities)
what was the problem with the comprehensive system
the 11+ was to be abolished as well as the 3 schools however it was up to the local education authority to decide if they wanted to ‘go comprehensive’
evaluation of the comprehensive system
private school remained
not all grammar schools were abolished
streaming and setting
what is marketisation
making schools compete like businesses for customers (pupils) and increasing parental choice
what are some marketisation policies
open enrolment, ofsted, league tables, national curriculum
what is open enrolment and what is an evaluation
being able to choose your school instead of the one in your area
E- Ball et al argue this could lead to parentocracy in which their child’s school is dependent on the wealth and wishes of the parents instead of their ability
what is ofsted and what is an evaluation
regular inspections of state run schools and (sixth form) colleges
identifies areas of improvement
E- only inspects every 4 years, not an accurate representation
good E- drives up standards
what are league tables and what is an evaluation
comparing schools absence rates, exams and achievement. ranks all schools
E- parentocracy, students are taught to pass the test, not the info
what is the national curriculum and what is an evaluation
5-16 students must study maths, english, science and 7 foundation subjects
pupils are tested in those subjects and results are given to parents
E-takes away from teacher autonomy and student creativity
good E- drives up standards
when were new labour in power
1997-2010
who was the new labour pm
Tony Blair
what were the new labour’s aim
continued marketisation policies
drive and increase diversity, parental choice and raise standards
reduce inequality and help disadvantaged areas
what were some new labour policies
education action zones, EMA payments, sure start centres and academies
what are education action zones
provided more funding and resources for deprived areas
what were EMA payments
gave money to low income families (means tested)
what were sure start centres
centres set up in disadvantaged areas designed to help and provide support for parents and carers of pre-school children
what were academies
sponsored by a business, independant in order to tackle underachievement
what government followed new labour
the coalition Cameron and Clegg
what were some policies the coalition introduced
free schools, academies, pupil premium and tougher performance targets
what are free schools
funded by the state but are ran by parents, teachers, businesses etc.
what is pupil premium
extra money from the government allocated to disadvantaged families
aimed to reduce inequality
