Key drivers of the disadvantage gap: Literature Review

Author: Whitney Crenna-Jennings
This evidence review summarises key drivers of the disadvantage gap in attainment among pupils in England. Upon publishing our overview reports on the gap, we are often asked why, on average, disadvantaged children perform worse in school assessments than their more advantaged peers; this review aims to answer that question.
We take a broad approach that considers determinants from conception onwards throughout a child’s life. The attainment gap is part of a larger picture of socio-economic inequalities in life outcomes, including lifelong health and well-being, labour market opportunities and wealth. Educational attainment is not only a determinant of these outcomes for individuals, but also a product of how families perform in relation to them.
We are lucky in the UK to benefit from rich follow-up studies that permit the investigation of a wide range of factors that contribute to child outcomes. This review includes evidence from the British birth cohort studies, primarily the Millennium Cohort Study (MCS), and other major longitudinal studies, including the Effective Pre-School, Primary & Secondary Education Project (EPPSE), and the Longitudinal Study of Young People in England (LSYPE), as well some qualitative findings from the UK and evidence from other OECD countries.