Ending school segregation is the key to social mobility

Half-baked reforms offering only an illusion of choice risk compounding the problem of wealthy paren

This week, the Deputy Prime Minister unveiled indicators the government will be using to measure the extent of social mobility in the UK – in other words, the degree to which labour market success is determined by the socio-economic status of your parents.

In today’s economy, now more than ever, high human capital is critical for future individual prosperity and health. So educational attainment is critical for social mobility. Just look at the premium from attending university: on average, £108,000 over a lifetime.

Parental background, particularly in countries such as the United Kingdom with high income inequality, is a key determinant of social and economic outcomes.  But, despair not, because our genes and our parents don’t have to determine our destiny: high-quality educational institutions - schools and especially nurseries - can mitigate the disadvantages associated with growing up poor.

Good schools have good teachers. A wealth of US literature shows that children who have effective teachers reap significant long-term rewards: in one study, pupils learning from an excellent teacher for just one year gained on average a quarter of a million dollars more in their lifetime earnings than similar students who didn’t.  For the British Government, fretting about the country’s decline in the international league tables for students’ reading, the key task is to drive up the quality of teaching.

We have financial incentives for high-quality graduates to join the profession, with discounts on the repayment of their tuition fee loans. And the House of Commons Education Select Committee has recently proposed performance-related pay for teachers. But the Secretary of State’s main mission is supply-side liberalisation to encourage more choice - through more free schools – and to increase competition – through greater autonomy for schools from local authorities and Whitehall to allow freedom to innovate.

Promoting choice and competition is the right direction of travel, but there are limits to how effective the current strategy will be. Many parents and community groups simply do not have the capital, especially when government won’t fork out, to set up new schools to facilitate greater choice. And government, wrongly, will not allow for-profit providers to set up schools. As Nick Clegg’s special adviser commented in the FT last year, “If nothing changes a few good schools will open, but not the hundreds needed for competition to have an impact on standards”.

In fact, a half-baked choice strategy can have damaging implications for the most disadvantaged pupils. When choice is limited, there is no competitive pressure on poor performing schools, which can fill their rolls regardless. Meanwhile parents with more resources monopolise the best schools, effectively buying a place by having the funds to move into the catchment area. This dynamic is confirmed by research from the Centre for the Economics of Education at the LSE, which showed that the modest expansion of choice for parents in some parts of England led to children from the same socio-economic background being more likely to be educated together.

Increased segregation then compounds the social mobility problem. Work by OECD in 2009 demonstrated that there is a significant advantage for poorer students to be educated in socially mixed schools, and this has no negative effect on overall performance. Without mixed school populations, the attainment gap between rich and poor children just widens.

So, how can we use parental choice without it resulting in damaging social segregation? A school-specific lottery for admissions would help. Here, parents could be free to apply to a school of their choice. Where schools are over-subscribed, places would be allocated in full or in part by a lottery, rather than by catchment areas, giving a greater chance to ambitious poorer parents who didn’t have the funds to move into the local area. Why not insist that schools do this if they want pupil premium funding or academy status?

Another mechanism would be to incentivise more affluent parents to hedge their bets on sending their children to a school which traditionally doesn’t do as well in the league tables. In the late 1990s, Texas introduced a rule where pupils who were in the top 10% for exam results in every school were automatically guaranteed a place at a state university. Recent research has shown that the policy led to greater social diversity in schools.  It would be possible to apply this scheme in the UK without undermining the independence of universities, by creating a pool of extra places universities could bid for which includes the top 10% of students from a select number of schools.

Parental choice is an important tool for driving up quality in schools. But we need to be realistic about its limits when public money is short. The challenge is to use choice to improve performance while avoiding the unintended consequences of entrenching disadvantage through social polarisation. Lotteries and an adaption of the Texas 10% plan are ways to square this circle.

Ryan Shorthouse is a researcher at the Social Market Foundation

Ryan Shorthouse is the Director of Bright Blue, a think tank for liberal conservativism 

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"We repealed, then forgot": the long shadow of Section 28 homophobia

Why are deeply conservative views about the "promotion" of homosexuality still being reiterated to Scottish school pupils? 

Grim stories of LGBTI children being bullied in school are all too common. But one which emerged over the weekend garnered particular attention - because of the echoes of the infamous Section 28, nearly two decades after it was scrapped.

A 16-year-old pupil of a West Lothian school, who does not wish to be named, told Pink News that staff asked him to remove his small rainbow pride badge because, though they had "no problem" with his sexuality, it was not appropriate to "promote it" in school. It's a blast from the past - the rules against "promoting" homosexuality were repealed in 2000 in Scotland, but the long legacy of Section 28 seems hard to shake off. 

The local authority responsible said in a statement that non-school related badges are not permitted on uniforms, and says it is "committed to equal rights for LGBT people". 

The small badge depicted a rainbow-striped heart, which the pupil said he had brought back from the Edinburgh Pride march the previous weekend. He reportedly "no longer feels comfortable going to school", and said homophobia from staff members felt "much more scar[y] than when I encountered the same from other pupils". 

At a time when four Scottish party leaders are gay, and the new Westminster parliament included a record number of LGBTQ MPs, the political world is making progress in promoting equality. But education, it seems, has not kept up. According to research from LGBT rights campaigners Stonewall, 40 per cent of LGBT pupils across the UK reported being taught nothing about LGBT issues at school. Among trans students, 44 per cent said school staff didn’t know what "trans" even means.

The need for teacher training and curriculum reform is at the top of campaigners' agendas. "We're disappointed but not surprised by this example," says Jordan Daly, the co-founder of Time for Inclusive Education [TIE]. His grassroots campaign focuses on making politicians and wider society aware of the reality LGBTI school students in Scotland face. "We're in schools on a monthly basis, so we know this is by no means an isolated incident." 

Studies have repeatedly shown a startling level of self-harm and mental illness reported by LGBTI school students. Trans students are particularly at risk. In 2015, Daly and colleagues began a tour of schools. Shocking stories included one in which a teacher singled out a trans pupils for ridicule in front of the class. More commonly, though, staff told them the same story: we just don't know what we're allowed to say about gay relationships. 

This is the point, according to Daly - retraining, or rather the lack of it. For some of those teachers trained during the 1980s and 1990s, when Section 28 prevented local authorities from "promoting homosexuality", confusion still reigns about what they can and cannot teach - or even mention in front of their pupils. 

The infamous clause was specific in its homophobia: the "acceptability of homosexuality as a pretended family relationship" could not be mentioned in schools. But it's been 17 years since the clause was repealed in Scotland - indeed, it was one of the very first acts of the new Scottish Parliament (the rest of the UK followed suit three years later). Why are we still hearing this archaic language? 

"We repealed, we clapped and cheered, and then we just forgot," Daly says. After the bitter campaign in Scotland, in which an alliance of churches led by millionaire businessman Brian Souter poured money into "Keeping the Clause", the government was pleased with its victory, which seemed to establish Holyrood as a progressive political space early on in the life of the parliament. But without updating the curriculum or retraining teaching staff, Daly argues, it left a "massive vacuum" of uncertainty. 

The Stonewall research suggests a similar confusion is likely across the UK. Daly doesn't believe the situation in Scotland is notably worse than in England, and disputes the oft-cited allegation that the issue is somehow worse in Scotland's denominational schools. Homophobia may be "wrapped up in the language of religious belief" in certain schools, he says, but it's "just as much of a problem elsewhere. The TIE campaign doesn't have different strategies for different schools." 

After initial disappointments - their thousands-strong petition to change the curriculum was thrown out by parliament in 2016 - the campaign has won the support of leaders such as Nicola Sturgeon and Kezia Dugdale, and recently, the backing of a majority of MSPs. The Scottish government has set up a working group, and promised a national strategy. 

But for Daly, who himself struggled at a young age with his sexuality and society's failure to accept it, the matter remains an urgent one.  At just 21, he can reel off countless painful stories of young LGBTI students - some of which end in tragedy. One of the saddest elements of the story from St Kentigern's is that the pupil claimed his school was the safest place he had to express his identity, because he was not out at home. Perhaps for a gay pupil in ten years time, that will be a guarantee. 

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