BME Communities (Educational Attainment)

Debbie Abrahams Excerpts

Tuesday 26th June 2012 Westminster Hall

[Debbie Abrahams (Oldham East and Saddleworth) (Lab)]

I am grateful to have been awarded this debate on educational attainment in black and minority ethnic communities, which was triggered by a couple of things that have happened to me recently.

First, I have been holding a series of round-table meetings in my constituency to help to define my priorities and constituency strategy, and the differential attainment levels of our young people were a particular concern. For example, the proportion of young black people achieving more than five A* to C GCSEs in 2011, including English and maths, was 38.5%, compared with 47.5% for young Asian people and 69% for young white people. Although there has been significant improvement in those disparities since 2008, they remain of grave concern.

Secondly, I was horrified to hear—as I am sure many others were—the recent statistical release from the Office of National Statistics, which revealed that, nationally, 55.5% of economically active black men aged between 16 and 24 years are unemployed, and that this rate has doubled since 2008. For young black people, the unemployment rate is 44.4%; similarly, 27.6% of Asian young people are unemployed, rising from 22.8% in 2008. Breaking that down, 33.6% of Pakistani and Bangladeshi young people are unemployed, and 24.2% of Indian young people, which compares with 20% of white British young people. Those national trends are reflected in my constituency, too.

I have called the debate to examine educational attainment in BME communities, but it is important to note at the outset that although educational attainment influences employment, people with equivalent qualifications to those of different ethnicities experience different levels of employment. For example, young Indian people, who are the second highest performing group educationally, are more likely to be unemployed than their white peers. Similarly, Chinese graduates can expect to earn 25% less than their white counterparts. Thirty-six years on from the Race Relations Act 1976 and 12 years after the Race Relations (Amendment) Act 2000, that is indefensible. We cannot wait for another 30 or 40 years to ensure that we deal with such questions.

What are the specific issues in equalities and educational attainment? From the evidence, gaps in achievement can begin in the early years. For example, the Equality and Human Rights Commission triennial review states that the proportion of pupils achieving a good level of development in the early years foundation stage varies between different ethnic groups. Pupils from Irish, Indian, white British and mixed white and Asian backgrounds achieved more than the national average for a good level of development in 2009, but pupils from black, Bangladeshi and Pakistani ethnic groups did not perform so well. In all ethnic groups, girls outperformed boys significantly.

The 2008 research undertaken by the Learning and Skills Network and the National Bureau for Students with Disabilities indicated that poor experiences at primary school often began a gradual but cumulative process of disengagement, which became entrenched in secondary school and resulted in lower achievement and lower engagement in post-16 participation in education or training. I was particularly struck by the following statement from the report, on education:

“Engagement is not a simple choice for all young people. Young people can feel disengaged from learning for various reasons, and this can be mild or severe...For some young people, this is a process that they feel powerless to stop.”

At GCSE level, although national attainment by ethnicity has improved since 2006-07, and the achievement gap between some ethnic groups and the national average has disappeared, there are still some gaps. For example, 52.6% of Pakistani and 48.6% of black Caribbean heritage pupils achieve five or more A* to C grades at GCSE compared with the national level of 58%. That is a massive improvement since 2006, when the rates were 35% and 34% respectively. During the same period, Bangladeshi pupils improved from 40% to 59.7%, and black African students from 40% to 57.9%. Chinese and Indian students have performed consistently above national levels; currently, 78.5% of Chinese students and 74.4% of Indian students achieve five or more GCSEs. Travellers, Gypsies and Roma people are still the lowest achieving groups, with 17.5% of Irish Travellers and 10.8% of those from Gypsy or Roma backgrounds achieving five or more GCSEs including maths and English. Those inequalities are even more pronounced when looking at those who gain the English baccalaureate.

The data available on A-level attainment is limited to the number of A-levels, rather than subject or grade. Based on the number, the gaps in attainment are reduced or disappear, and the proportion of BME students in higher education has increased significantly from 13% in 1994-95 to 23% in 2008-09, broadly reflecting their presence in the youth population. In spite of that, however, 44% of all black, Pakistani, Bangladeshi and Indian graduates attended post-1992 universities. Shockingly, in 2009, only one black Caribbean student was admitted for study at Oxford university. So although BME participation in higher education is increasing, there are restrictions. Attainment also reflects earlier patterns, with 66.4% of white students receiving a first- or second-class honours degree compared with 48.1% of BME students overall and only 37.7% of black students. Drop-out rates were also notably higher for black British and Asian heritage students.

I want to touch briefly on training opportunities for young people, specifically apprenticeships. Data from the Black Training and Enterprise Group has shown that, again, there is under-representation of BME young people in apprenticeships: in 2009-10, only 7% of apprenticeships were taken up by young people from BME backgrounds, although the BME population represents 14% of the working population as a whole. Provisional data for 2011-12 indicates that 9.2% of those beginning apprenticeships are from BME backgrounds, although 16% of 16 to 24-year-olds are from ethnic minority groups. The data are worse for completed apprenticeships.

As policy makers advocating a fairer society, such data and the issues that they reflect should be one of the reasons why we get up in the morning—they should drive us to do more, to do better. Educational attainment is not only a key indicator for the jobs we will do and the incomes we will earn but, as the recent health inequalities review undertaken by Professor Sir Michael Marmot showed, a predictor for how long and how healthily we will live. Our education, good or bad, affects our whole lives. We must ensure that policy—education, employment, welfare and economic—strives to reduce the inequalities that still exist.

For those people less motivated by social justice arguments, it is important to note that reducing educational inequalities is associated with higher national standards of educational performance, as evidenced by Wilkinson and Pickett in “The Spirit Level” of 2009, and that enhances economic productivity, not to mention tax revenue. Furthermore, all politicians are concerned about the low turnout at elections—again, people with higher educational attainment are more likely to participate in voting.

So what causes those educational inequalities and what can be done about them? The reasons for inequalities in attainment are many and varied, often interacting with one another in a complex way. Evidence indicates, however, that key determinants are the education system, family background and poverty. Although schools of poorer quality were associated with poorer educational outcomes for all pupils, the 2007 report by the Centre for Analysis of Social Exclusion on understanding low achievement calculated that the major determinant was living in poverty. That effect is compounded for BME young people—more BME children are likely to go to poor-quality schools.

The particular school characteristics associated with quality and achievement include head teacher leadership, school processes and school ethos, but many of those characteristics are not measured. School resources are also associated with school quality, in particular when pupil-teacher ratios are included, although the extent to which extra resources can add value has been contested—for example, by Hanushek. The composition of the student body is another important factor: the poorer the socio-economic mix of students, the poorer the school quality and attainment levels. In addition, a neighbourhood effect was also identified, suggesting that although household income is a key determinant in educational attainment, it is also influenced by wider socio-economic factors. A poor-quality neighbourhood, not providing a particularly salubrious educational environment, is associated with lower educational attainment levels.

Another key determinant of educational attainment, both at school and later, in higher education, is family background. All children do better if their parents are well educated, and if education is valued. However, an evidence review published in April by the Joseph Rowntree Foundation shows that parental involvement is the most important characteristic, showing a strong causal relationship with attainment levels. Parenting style and expectations are also important, but less strongly so. The effects of both household and neighbourhood poverty on children’s educational attainment are obvious, and have been mentioned. However, analysis by Wilkinson and Pickett, comparing international data on educational achievement from the programme for international student assessment, shows that countries with high levels of income inequality also have lower scores for maths and literacy. Fairer societies do better on a range of measures, and educational attainment is one of them.

[Heidi Alexander (Lewisham East) (Lab)]

I congratulate my hon. Friend on securing the debate. I apologise for not being able to stay for all of it. She is discussing some of the factors behind differential attainment between BME and other populations. Does she agree that in finding the solutions to the problem, it is critical to involve parents, the school and the pupils? Indeed, that is what the black pupils achievement programme in Lewisham found. When all those elements can be brought together, it can make a difference.

[Debbie Abrahams]

I totally agree. We need to engage young people and parents in the solutions to the problems associated with educational inequalities.

The Joseph Rowntree review also considered the influence of individual attitudes, aspirations and behaviour, to see whether those are causal factors in determining attainment levels. At this stage, there is not enough evidence to suggest any positive association, although involvement in extra-curricular activities or sport showed a weak link. If we are to deal with those inequalities in educational attainment, what should we do?

[Ms Diane Abbott (Hackney North and Stoke Newington) (Lab)]

My hon. Friend will be aware that for at least 10 years I have run a project—London Schools and the Black Child—looking at black children and under-achievement. Although all the social issues that my hon. Friend raised are important, one thing is clear: one problem for black children is a culture of low expectations in education. Controversial as Sir Michael Wilshaw, the chief inspector of schools, is, he showed, first at St Bonaventure’s and then at Mossbourne community academy in Hackney that, even if they come from deprived backgrounds, when black children are given high expectations, structures and limits, they can achieve.

[Debbie Abrahams]

I would not be at all surprised about what my hon. Friend says. The review examined systematic review-level evidence. My hon. Friend’s point is valid. I am sure that a greater amount of research will prove the causal link.

What should we be doing? I am proud that many of the improvements in BME attainment levels in the past six years can be attributed to the interventions of the Labour Government. The ethnic minority achievement grant was particularly effective, for example, in meeting the needs of bilingual pupils. Disadvantage because of language issues is one reason for the attainment gap in primary school, but that gap can be made up with specialist support. With the abolition of EMAG in April, there are concerns that that vital work will stop.

Aiming High was another effective programme aiming to increase participation and attainment for black pupils at key stage 4. Similarly, education action zones, targeting resources to improve attainment in inner-city areas, and curriculum development such as citizenship education contributed to positive changes in the education system, and to increased BME attainment levels. The 900,000 reduction in the number of children living in poverty achieved under Labour will also have had an impact on attainment levels.

Measures in the Education Act 2011 do not deal with disparities in attainment and could reverse the progress that has been achieved. For example, the measures on behaviour and discipline relating to detention, searching and exclusion have particular significance for Traveller, Gypsy and Roma children, who are four times more likely to be excluded, and Black Caribbean boys, who are twice as likely to be excluded. Excluded pupils are four times more likely to leave school without any qualifications. The measures have been introduced despite research conducted by the former Department for Education and Skills that acknowledged that exclusion is partly due to the conscious and unconscious prejudice of some teachers.

The expansion of academies and free schools without fully considering the potential and unintended consequences is another concern. Resourcing through the pupil premium may contribute to improvements in educational attainment if associated with increases in the teacher-pupil ratio. My right hon. Friend the Member for Tottenham (Mr Lammy) has written:

“If the premium is allocated precisely according to need, it is surprising that the area getting the largest increase in their allocation this year is Rutland (8% of children living in poverty), while the smallest increase goes to the Wirral (26% of children in poverty).”

The most recent proposal to reintroduce GCEs and a two-tiered exam system where children are streamed at 14 will only exacerbate the inequalities that already exist. Black and minority ethnic students are currently more likely to be put into lower attainment sets and, as such, would be more likely be put into CSE streams, thereby pigeon-holing their futures.

The economic and welfare policies which, according to the Institute for Fiscal Studies, are projected to increase the number of children living in poverty to 4.2 million by 2020, should alarm everyone who wants a fairer Britain. We cannot and should not let these children endure such hardships, but to compound that by failing to give them the support they need to reach their potential at school is unforgivable.

Finally, I want to make some recommendations. It is important to reintroduce the ring-fenced ethnic minority achievement grant; to develop teacher training to equip all teachers to teach a diverse range of students; to explore issues around unconscious bias; to reinstate targets for BME teacher recruitment; to increase research into the causes of differential attainment, including effective independent careers advice and guidance for young people from BME communities; to reduce the number of exclusions of black Caribbean boys, and restore powers to exclusion appeal panels; and to ensure that the curriculum is inclusive and promotes diversity, and that the call to reinstate GCEs is rejected.

--- Later in debate ---

[Mr Gibb]

I take the hon. Lady’s point. I am making a general point about the issue of underperforming groups in society. The range of causes is complex, and one of them can be—it is not always—literacy among parents generally.

Particular combinations of pupil characteristics can indicate that a child is especially vulnerable. Currently, white or black Caribbean boys eligible for free school meals are among those making the slowest progress. Gypsy, Roma and Traveller children significantly underperform. Many of the lowest-achieving free school meal pupils also have a special educational need, and therefore face an even steeper struggle to succeed.

Nationally, in 2011, 58.2% of pupils gained five or more GCSEs, including English and maths, but the attainment levels of black and minority ethnic groups were lower. Some 52.6% of children of Pakistani origin obtained five or more GCSEs at grades A* to C, including in English and maths, while 54.3% of black pupils, including those of African and Caribbean background, attained the same GCSE results. The figures show that some attainment gaps have narrowed in recent years, as hon. Members have mentioned. For example, attainment levels for pupils of Pakistani origin have improved at a greater rate, narrowing the gap from 12 to six percentage points since 2006.

Narrowing the gap between those from wealthier and poorer backgrounds is key to raising attainment levels among those black and minority ethnic groups with higher than average levels of deprivation. For example, 30% of key stage 4 students of Pakistani origin were eligible for free school meals in 2011, compared with 14% of all key stage 4 pupils.

Our policy is to improve reading in primary schools through systematic synthetic phonics and the new draft primary curriculum for English, with its focus on rigour and ensuring that children become fluent readers and develop a long-lasting love of reading, as well as being taught the rules of English grammar. That is key to closing the attainment gap, as are our other programmes of study for maths and science.

The academies and free schools programmes are designed to raise standards in schools throughout the system, particularly in areas of deprivation. Similarly, the new floor standards for primary and secondary schools and the new focused Ofsted inspection framework are designed to raise academic standards in the least well-performing schools. The pupil premium will direct £600 of extra school funding to each pupil eligible for free school meals, giving schools the resources to tackle all the challenges that they undoubtedly face in overcoming disadvantage.

The hon. Member for Hackney North and Stoke Newington is right that schools must not hide behind social difficulties as a reason for poor educational attainment. That is one reason for the pupil premium. It is a challenge: “Here are the resources to deliver high attainment, so there can be no reason for not delivering.” Total funding for the premium was £625 million last year. It will be £1.25 billion this year, rising to £2.5 billion a year by 2014-15. In 2012-13, coverage of the pupil premium is being extended to include pupils who have been eligible for free school meals at any point in the last six years, extending the premium from 1.2 million pupils to about 1.7 million. The Deputy Prime Minister also recently announced an additional £10 million for the education endowment fund to support projects aimed at transition and literacy catch-up for disadvantaged pupils who did not achieve level 4 at key stage 2 in English at the end of primary school.

The hon. Members for Oldham East and Saddleworth and for Cardiff West raised the issue of the ethnic minority achievement grant. Raising the attainment of children from minority ethnic communities remains a key priority for the coalition Government, but we believe that head teachers understand the particular needs of their schools and are best placed to decide for themselves how that money should be spent. That is why, as part of our school funding settlement for 2011-12, we decided to simplify the funding system by mainstreaming some grants, including the ethnic minority achievement grant, into the dedicated schools grant. Although the EMAG will not continue as a separate ring-fenced grant, we are maintaining last year’s funding levels during 2012-13 at just over £201 million. That means that schools still have funds to support underperforming minority ethnic pupils, and to contribute to the additional costs of supporting pupils with English as an additional language.

[Debbie Abrahams]

Does the Minister accept that as schools are under severe financial pressure at the moment, the funds might not be targeted specifically at reducing the inequalities in attainment for which they were originally intended?

[Mr Gibb]

I accept that that is always a risk, but our philosophy is to trust the professionals to make the decisions, and not have decisions always taken in Whitehall that direct head teachers, who are experienced professionals, on how to spend their budgets. The funding of £201 million is in the dedicated schools grant to address such issues.

This country performs poorly in helping young people to overcome their socio-economic backgrounds. The OECD recently reported that just 24% of disadvantaged students are able to overcome their backgrounds and achieve as well as their peers academically. That is compared with 76% in Shanghai, 72% in Hong Kong and 46% in Finland, which puts the UK 39th out of 65 OECD countries in terms of what it calls the “educational resilience” of children from poorer backgrounds.

In this country, however, there are many schools where pupils of all backgrounds succeed. In Challney high school for boys and community college in Luton, for example, 29% of pupils are in receipt of free school meals, and 61% are of Pakistani origin and 11% of Bangladeshi origin. It saw 77% of its students achieve five good GCSEs, including English and maths. The national attainment figure is 58.2%. In Valentines high school in Redbridge, 19% of pupils are in receipt of free school meals, and 24% are of Pakistani origin and 10% of Bangladeshi origin. It saw 76% of its students achieve five good GCSEs, including English and maths. The question we must ask is this: if such schools are able to achieve those results and that standard of education for their pupils, why not all schools?

As the hon. Member for Hackney North and Stoke Newington pointed out, black children sometimes have a culture of low expectation. When Sir Michael Wilshaw was head at St Bonaventure’s and at Mossbourne community academy, however, he transformed the educational achievement of the youngsters with a combination of high expectations and strong limits and boundaries on behaviour. The hon. Member for Hackney South and Shoreditch cited Mossbourne community academy and its very high academic achievement. It saw 84% of pupils achieve five or more GCSEs at A* to C and nine pupils offered places at Oxbridge last year, despite high levels of deprivation in that part of Hackney and a very high proportion of pupils with English as an additional language.

The hon. Lady pointed to City academy, and the high academic achievement of pupils who had low attainment prior to coming to the school. She said that good heads and good rigour are key, and I certainly agree. She also pointed to the exemplar behaviour policy at the Petchey academy in Hackney, which brings me to school attendance and how regular attendance is key to raising academic standards.

Absence rates for some BME groups are higher than the national average. The absence rate of children of Pakistani origin is 6.7%, but the national average is 5.8%. Nationally, over 54 million school days were lost in 2010-11 due to absence. A pupil missing about nine—