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CASEpaper
Schools in Disadvantaged Areas: Recognising context and raising quality
This paper looks at the quality problem, exploring the relationships between disadvantaged contexts, what schools do, and the quality of schooling that they provide. The findings suggest that disadvantaged contexts impact on the organisation and processes of schools and that these effects differ significantly from one area to another, in ways that are not reflected by the usual indicators of disadvantage.
Ruth Lupton
January 2004
Paper No' CASE 076:
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JEL Classification: I28; R00
Tags: education; schools; poverty; area deprivation; neighbourhoods; quality; ofsted; educational attainment; context
Published as “Schools in Disadvantaged Areas: Low Attainment and a Contextualised Policy Response”, in H.Lauder, P.Brown, J.Dillabough and A.H. Halsey (eds.), Education, Globalization and Social Change, Oxford University Press, 2006
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