Is the Attainment Gap Fundamentally Flawed? Challenges and Opportunities

Inequality of outcome has become one of the most pressing issues in education. Nowhere is this more apparent than in the performance of disadvantaged students. However, despite increased support, no school in England or Wales has managed to consistently close the attainment gap between disadvantaged students and their peers. This raises many questions, none more important than: is there an error in how we measure the performance of disadvantaged students? Furthermore, what are the implications of such a potential error? This paper argues that the attainment gap as it is currently calculated is ineffective in identifying the locus of underperformance, the specific needs of disadvantaged students and the support needed to improve outcomes. Finally, this paper attempts to address this by discussing a pilot project focused on identifying and addressing disadvantaged students’ needs and the challenges and opportunities this raises.