Young People in England An evidence discussion paper Young
People Analysis & Strategic Analysis Department for Children,
Schools and Families This document is for discussion purposes only
and is not a statement of Government policy Slide 2 2 Contents
Introduction Context Trends in Youth Development Drivers in
Successful Youth Transitions Where Policy Intervenes Principles
from the Evidence Slide 3 3 This is a review of adolescence in
contemporary England, viewed through a developmental perspective.
Introduction Look at the demands from employers of new labour
market entrants. Look at the expectations of society from new
adults. What attributes do adolescents need to develop? We take
stock of how adolescents develop the skills for adulthood, and
explain the challenges they encounter. We define the role of
Government in supporting the development of young people. We
consider whether the fact that the lives of young people are
changing rapidly matters for adolescent development, or has
significant policy implications. We will Further Slide 4 4
Structure of Report Introduction Trends Drivers Role of Government
Principles As a starting point, we briefly review aspects of young
peoples world that have undergone significant and relevant change.
The main body of this report discusses the drivers of successful
youth transitions into adulthood. What development is required to
exploit opportunities? And which factors influence that
development? And how do they operate? We examine how government
intervention impacts on different groups of young people in
supporting making better transitions. Principles and areas emerging
from the evidence for possible future intervention. Slide 5 5
Adolescence is not strictly defined by chronological age, but we
can identify a number of stages and changes Pre-adolescence Age 9
to 13 Begins with the onset of puberty and is marked by the most
rapid growth spurt. The time when the need for independence becomes
increasingly apparent. The time during which teenagers start to
disengage with their families and begin to shift to economic and
emotional independence. Middle adolescence Age 14 to 16 Late
adolescence Age 17 to 19 Asmussen et al. (2007) Supporting parents
of teenagers Blakemore S-J & Choudhury, S (2006) Development of
the adolescent brain: implications for executive function and
social cognition. Journal of Child Psychology and Psychiatry
Introduction Stages Changes Physical Psycho-social Intellectual
Brain Development Development in this stage is unrivalled by any
other point in development except infancy. Puberty triggers a surge
of growth and sex hormones. The brain re-organises: some areas get
less efficient, such as working memory, while others, such as
recognising emotion, get stronger. Adolescence is a distinct phase
in the development of thinking skills. Thinking changes from
concrete thinking (e.g. yes and no) to formal operations including
abstraction and forming hypotheses. Adolescence is the stage when
young people start developing personal identity; trying on
different roles to work out who they are and how they fit within
society. This can involve tensions within families as young people
seek independence and a separate identity. Slide 6 6 The role of
Government in young peoples lives has to balance the needs of the
individual, society and the economy There is no single route
through adolescence, but it does needs correct pace in order to
benefit society and the individual. Too fast: young adults are less
likely to have the skills needed to be self-sufficient sustainably.
Too slow: the financial burden on family and society may become
excessive. The principle of self-responsibility is strong and
Government has a critical role in promoting opportunity and
information so that everyone can to do best for themselves.
However, important inequalities amongst young people exist, and
Government has an important role in targeting support to those with
either fewer opportunities or inability to fully exploit them. Some
activities of young people impact adversely on other members of
society, such as anti-social behaviour. It is right for government
to intervene to stop it; exactly as happens with other people.
Introduction Slide 7 7 Contents Introduction Context Trends in
Youth Development Drivers in Successful Youth Transitions Where
Policy Intervenes Principles from the Evidence Slide 8 8 We briefly
look at trends in some of the main changes that have occurred in
the lives of young people and how they view life today. Demographic
Economic Social We do so under these headings: .Finally, we
characterise the voice of young people Learning Technological Slide
9 9 The demographic landscape for adolescents is changing Trends in
Youth Development Demographic Population projections (England)
There are 3.3 million 15-19 year olds in England. From a recent
high point, this number is currently falling and will continue to
do so over the next 10 years, before bouncing back. The proportion
of 15-19 year olds in the population will fall over the next decade
from 1 in 16 to 1 in 19 - the lowest ever share. Minority ethnic
groups are 14% of 15-19 year olds, compared with only 5% of over
50s. Sources: ONS (2009) Population estimates by ethnic group,
mid-2007 (experimental). GAD (2009) Population Projections 2008
estimates Slide 10 10 More young people than ever are attaining in
learning Trends in Youth Development Learning Attainment at age 16
has risen steeply year- on-year for over the last 20 years since
the introduction of GCSEs and by age 19 a further fifth of young
people gain Level 2 and half gain Level 3 Trends in GCSE/O-level
attainment 1963-2009Attainment at 19 2004-08 GCSEs introduced
Source: GCSE and Equivalent Results in England, 2008/09 and DCSF
time series DCSF Level 2 and 3 Attainment by Young People in
England Measured Using Matched Administrative Data: Attainment by
Age 19 in 2008 Slide 11 11 however, despite progress over the last
decade, social gradients persist in attainment Trends in Youth
Development Learning 1 in 5 young people in the poorest households
gain 5 or more A*-C GCSEs (inc. English & Maths) compared to
three quarters of those from the richest homes - a gap of over 50%
pts. GCSE threshold attainment by parental income quintileGCSE
average point scores by parental income quintile Source: Chowdry et
al. (2009), Drivers and Barriers to Educational Success - Evidence
from the Longitudinal Study of Young People in England. DCSF-RR102
Slide 12 12 and in post-16 participation in learning. Trends in
Youth Development Learning SEGNS-SEC Participation rate in FT
Education at 16 by socio-grouping Sources: Participation in
Education, Training and Employment by 16-18 Year Olds in England
SFR 12/2009; YCS cohorts 3 to 13 Gregg and Macmillan (2009) Family
Income and Education in the Next Generation: Exploring the income
gradients in education for the current cohorts of youth. CMPO
Working Paper 09/223 although taking a longer view, the
relationship between family income and staying on has decreased
substantially over the years. The proportion of 16 year olds
participating in education and training is at the highest ever
rate, though gaps between social groups persist Relationship
between family income and staying on in education post 16 across
cohorts Clearly as we move to full participation with RPA, socio-
economic differences in participation will disappear Slide 13 13
Aggregate snap-shot statistics mask extensive diversity in the
pathways young people follow post-GCSE. Continuous education - 59%
of young people remain in full-time education for two full years
after compulsory education. Mainly NEET 5% of young people cycle
between NEET and other activities (mainly work with out training).
Some young people spend the full two years NEET. Becoming NEET 5%
of young people who complete or drop out of a course of full-rime
education spend most of the remainder of their period NEET. Some
start jobs only to leave them quickly. Return to education 5% of
young people who enrol in full time education at 17, having spent
spells in a variety of activities at age 16. Education to job
without training 5% of young people who stay in full time education
in the first year only to leave to a job without training. Job with
training 8% of young people spend most of their time in jobs with
training, a small number with short periods of other activity.
Increasing job without training 8% of young people spend most of
their time in jobs without training, with some spending the first
year NEET or other activities. Education to work with training 6%
of young people who study in full-time education at 16, then move
into a job with training, however some with a short period NEET.
Source: DCSF using LSYPE and YCS Here the LSYPE & YCS have been
used to categorise the routes taken by young people in the two
years following compulsory education. This pie chart represents
eight stereotypical pathways based on individual monthly activity
data. Trends in Youth Development Learning 3 out of 5 young people
continue in full-time education continuously to 18 or beyond. The
remaining 41% follow many routes post-16, often cycling between
periods in learning, work (with or without training), unemployment
and inactivity. Slide 14 14 Greater participation in learning has
extensively altered the relationship young people have with the
labour market Trends in Youth Development Economic The transition
out of education and into full time work has become more
problematic for young people, who have been hit particularly hard
recently by the recession. Over 300,000 16 & 17 year olds in
full-time education are also in part-time employment, though they
are becoming a diminishing minority. ILO unemployment by age
Employment rate of 16-17 year olds in FT Education Recession
Source: ONS Labour Market Statistics Slide 15 15 The expansion of
higher education has seen more young people leave home at age 18 -
but adults in their 20s are now more likely to live with their
parents than they were 20 years ago and this has happened at the
same time as changes to independent living. More educated young
people are staying at home longer Berrington et al. (2009) in
Population Trends 138, ONS Trends in Youth Development Social The
trend is most marked for those with higher qualifications
suggesting more returners home after university. Percentage of
young adults living with their parent (s) by age and gender
Percentage of males and females aged 22-24 living with parents) in
1988 and 2008 according to highest educational qualification Slide
16 16 and starting families later. Average age of mother at first
birth, 1938-2007 Trends in Youth Development Social Adolescent
fertility rate: births per 1 000 women aged 15-19, 2005 although a
significant minority become pregnant as teenagers. By age 17/18, 3%
of young people have children of their own (LSYPE Sweep 5 / YCS
Sweep 2) Parents are getting older, as they start families later in
life Rate per 1000 Source: ONS Social Trends 2009; World
Development Indicators 2008. Slide 17 17 Digital age has profoundly
changed what young people do, how they see themselves and
communicate with one another... Trends in Youth Development
Technological Media Literacy Audit, Ofcom (2009); Youthnets Life
Support: Young peoples needs in a digital age report. Twitter.com
The growth of Twitter in recent year exemplifies the explosion of
social networking. 45% 32% 82% 37% 75% 55% 90% 12-15 year olds who
used the internet at home had created a page or profile on a social
networking site (2007). said that they couldn't live without the
internet. said that they felt happiest when online. agreed with the
statement: 'I can access all the information I need online, there
is no need to speak to a real person about my problems'. said they
had used the internet to look for advice and information for
themselves and 60% had for other people. said that they would use
the internet to give advice to others on sensitive issues. 12-15
year olds use a mobile phone (2007). Slide 18 18...but despite this
technological change, what 14-19 year olds say most worries them
feels remarkably familiar. Source: DCSF Digital Comms presentation,
quant online survey of 1000 14-19s Top 15 responses shown Education
Net 74% Careers Net 34% Relationships Net 44% Health Net 20%
Driving lessons/learning to drive, growing up, travel Trends in
Youth Development Voice of Young People In the past 6 months, what
have been the 3 most challenging issues you have come across in
your life? Slide 19 19 Young people today embody many of the values
of modern Britain On voting 51% likely to vote in general election.
Only 11% said they definitely wouldnt vote but this rose to over
one quarter for those with the lowest qualifications. 74% of young
people agreed that people from different racial, ethnic and
religious backgrounds get on well together in their local community
80% Pakistani YP say that being British is important to them.
Trends in Youth Development Voice of Young People Young people are
liberal and racially tolerant. They are proud to be British and
perceive Britain as providing opportunity for self-improvement It
is easier for people like me to get on and improve things for
themselves than it was for my parents Britain today is a place
where people are usually treated fairly no matter what background
they come from These days newspapers usually make young people out
to be much worse than they actually are There is too little respect
for religion and religious values in Britain today Britain is a
free country where everyones rights are respected no matter what
their background 78% 55% 78% 56% 60% StatementAgree Young people
are perhaps surprisingly politically engaged Voting Community
Cohesion Source: LSYPE wave 5; YCS Cohort 13, Sweep 2 Slide 20 20
Contents Introduction Context Trends in Youth Development Drivers
in Successful Youth Transitions Where Policy Intervenes Principles
from the Evidence Slide 21 21 There is no one single, linear,
successful youth transition to adulthood. Transitions occur at
different ages and at different rates. ChildhoodAdulthood Parental
AttitudesFamily ResourcesFriends and PeersCommunitySchool Young
Person's Attitudes and Behaviours Employers Demands Drivers in
successful Youth Transitions Social and emotional skills Cognitive
Skills Social and emotional skills Cognitive Skills Social and
emotional skills Cognitive Skills 141619 Economic and wider
Outcomes A conceptual model Slide 22 22 What do we mean by
cognitive and social & emotional skills? Cognitive skills are
the basic mental abilities we use to think, study, and learn Social
and Emotional skills cover a much wider range. They are sometimes
referred to as soft skills or life skills. They include a wide
variety of mental processes used to: Analyse sounds and images;
Recall information from memory; Make associations between different
pieces of information; and Maintain concentration on particular
tasks. They can be individually identified and measured. Cognitive
skill strength and efficiency correlates directly with students'
ease of learning. Examples of skills and characteristics that
commonly fall under this heading: Optimism Confidence / self
confidence Perseverance and persistence Planning and organising
Dependability Self-esteem Emotional intelligence Self management
Team work Locus of control Managing relationships Managing stress
Self-efficacy Slide 23 23 Cognitive skills are ultimately the
single most important driver of economic outcomes Economic Outcomes
Employment rate by highest qualification level Wage* returns to
academic and vocational qualifications In general, higher
qualifications carry higher returns and academic qualifications
earn more than their vocational counterparts and qualifications are
associated with higher employment rates. Source: Jenkins et al
(2007): The Returns to Qualifications in England, Updating the
Evidence Base on Level 2 and Level 3 Vocational Qualifications. CEE
Discussion Paper no. 89. Vocational degrees include professional
qualifications such as accountancy, law, etc. *Wage returns are
interpreted as the average percentage increase in wages or the
chance of being employed as result of holding a particular
qualification compared to other people that do not hold that
qualification. They are a more sophisticated way to analyse the
economic value of skills as they take account of other factors that
also might affect wages or employment chances. Examples of these
include, gender, age, ethnicity, hours worked and region.
AcademicVocational Slide 24 24 and the labour market seems to be
absorbing the increase in supply of qualifications, with average
returns remaining stable Economic Outcomes the same applies for
vocational qualifications Average wage returns 1997-2006 Returns
for academic qualifications have remained fairly stable over time
Average wage returns 1997-2006 Source: Jenkins et al (2007): The
Returns to Qualifications in England, Updating the Evidence Base on
Level 2 and Level 3 Vocational Qualifications. CEE Discussion Paper
no. 89. Slide 25 25 Sources: Felstead et al (2006) Skills at work;
IER estimates base on Census and LFS data and demand for cognitive
and social and emotional skills is likely to continue. Economic
Outcomes Employers demands The level of skill required to do a job
is generally rising and the type of skills demanded are also
changing, from manual skills, to abilities in communication and
self-management. Changes in qualifications required 1997-2006,
million jobsProjected change in skill requirements to 2010 Slide 26
26 Employers have clear demands on young entrants to the labour
force including social and emotional skills. National Employers
Skills Survey 2009; National Employers Skills Survey 2007. Results
from 79,000 employers Economic Outcomes Employers demands although
it is with personal attributes that greatest shortcomings are
identified. In preparation for the world of work, satisfaction of
employers towards young people remains reasonably good, and is
improving Employers views on the preparedness of young people for
work Employers views on the shortcomings of young peoples
preparedness for work Personal attributes are defined in NESS as:
Lack of motivation/enthusiasm/commitment; work ethic/poor attitude
to work; time keeping skills/punctuality; poor attitude (inc.
manners/respect); not prepared to work long hours; discipline;
social/people skills; common sense; initiative; confidence;
responsibility; personal appearance/presentation. Slide 27 27
Social and emotional skills are also important in determining
outcomes, including cognitive skills 1) Duncan et al, 'School
Readiness and Later Achievement.', Developmental Psychology 43:6.
Filled triangles indicate statistically significant coefficients
(2008). Results based on results from 6 surveys across different
countries. Relative Impact of Different Skills on Numeracy
Achievement 1 There is significant interdependence between
cognitive and social /self-regulation skills with achievement in
maths Cognitive social and emotional Recent research has shown that
attentiveness and locus of control are almost as important as
cognitive skills for educational attainment and economic outcomes
Estimated coefficient Marginal effect Cognitive skills social and
emotional skills The relative importance of cognitive and social
and emotional at age 10 on likelihood of attaining minimum
educational qualifications at age 26 1 1) Feinstein (2000), The
relative importance of academic, psychological and behavioural
attributes developed in childhood. 2) Carneiro et al, (2007), The
Impact of Early Cognitive and social and emotional Skills on Later
Outcomes; Each marker refers to an individual study. The black
markers are studies with statistically significant results Slide 28
28 Young peoples attitudes and behaviours are key and they are
shaped by a variety of influences ChildhoodAdulthood Parental
AttitudesFamily ResourcesFriends and PeersCommunitySchool Young
Person's Attitudes and Behaviours Employers Demands Drivers in
successful Youth Transitions Social and emotional skills Cognitive
Skills Social and emotional skills Cognitive Skills Social and
emotional skills Cognitive Skills 141619 Economic and wider
Outcomes A conceptual model Slide 29 29 Individual child attitudes
are critical. Levels of self-belief are related to attainment,
whereas changes are more closely associated with engagement in
risky behaviours There are strong associations between childrens
beliefs regarding their own ability and their academic attainment.
but losing self-belief is also associated with increased likelihood
in engagement in risky behaviours. There are also strong
associations between whether a child believes they have control
over their own economic destiny (locus of control) and their
academic attainment Impact of child self-belief on various outcomes
at age 16 Source: Chowdry et al. (2009), Drivers and Barriers to
Educational Success - Evidence from the Longitudinal Study of Young
People in England. DCSF-RR102 *Goodman and Gregg ed.s (forthcoming)
Childrens educational outcomes: the role of attitudes and
behaviours, from early childhood to late adolescence. Young Persons
Attitudes and Behaviours Effect size (% of standard deviation) for
KS4; Marginal percentage point effect for other outcomes Slide 30
30 Engaging in multiple risky behaviours is also associated with
low educational attainment Engaging in only one or two risky
behaviours is associated with a small and statistically
insignificant reduction in attainment (< 1 GCSE grade = 6 GCSE
points) However, multiple engagement in risky behaviours is
associated with up to a 20% reduction in GCSE points. A reduction
in 8-12 entire GCSE grades. Young Persons Attitudes and Behaviours
Impact of engagement in multiple risky behaviours on GCSE
attainment Source: LSYPE Note: 6 points represent 1 grade in 1
subject, although 16 points are given for the lowest pass (grade G)
Slide 31 31 and undertaking self-developmental activity is
associated with better educational attainment and fewer risky
behaviours. Young people engaging in self-development activities,
including sport, on average achieved 10%-20% higher GCSE point
scores. .Self-development activities are correlated with fewer
risky behaviours, whereas there is a positive correlation with
socialising activities Impact of engagement in multiple self-
development behaviours on GCSE attainment Young Persons Attitudes
and Behaviours Source: LSYPE Note: 6 points represent 1 grade in 1
subject, although 16 points are given for the lowest pass (grade G)
Impact of socialising activities and self development activities on
engagement in risky behaviours Slide 32 32 Parental attitudes and
behaviours, along with family processes, matter a great deal for
older children. Good parenting matters for older children too. Most
families function as supportive unit e.g. 74% eat together most
nights (age 13/14) Teenagers rely on their parents for
psychological and emotional support. Sharing problems is strongly
associated with post-16 transitions. Young people who never talk to
mum about things that matter are twice as likely to become NEET as
those who talk at least once a week (15% versus 8%) and 15% less
likely to be in full-time education. Overwhelming evidence from
LSYPE that these sort of behaviours matter for attainment through
KS4, over and above earlier age effects. Young Persons Attitudes
and Behaviours Parental Attitudes Young people, who get on badly
with their parents are associated with a lower likelihood of being
in FT education Source: LSYPE Slide 33 33 Parents act as an
important source of support and guidance. Happy adolescents feel
most able to talk to their parents about things that matter but
only 1 in 5 unhappy or depressed adolescents felt able to talk to
their parents. Having someone to talk to matters. 26% feeling much
more unhappy than usual had no-one to talk to. Young Persons
Attitudes and Behaviours Parental Attitudes People that young
people are likely to talk to about things that matter to them, by
self-reported well-being Source: LSYPE, wave 4 Who are you most
likely to tell your problems to? disaggregated by how young person
feels. Slide 34 34 Parental expectations to stay on in learning
post age 16 have become a social norm Parental expectations have
risen across all social class background, with gaps narrowing in
latest born cohort Young Persons Attitudes and Behaviours Parental
Attitudes Although high social class parents have the highest
learning aspirations for their children, the picture is reversed
once adjusted for prior attainment. Direct influence of parental
education on parental expectations for education has reduced for
the later born cohorts. The role of academic attainment in
influencing expectations among teenagers and parents has reduced
for later born cohort. Therefore, it suggests that social change
has made further education a norm. Sources: Schoon and Polek (2009)
High Hopes in a Changing World: Social disadvantage and educational
expectations in three age cohorts percentage Slide 35 35 but there
are socioeconomic differences in parents assessment of the
likelihood of this happening Most parents would like their young
person to continue in education beyond the age of 16... but the
extent to which parents think it is likely their young person will
enter HE varies significantly by income % of parents who said
education when asked what they would like YP to do when they leave
school? Proportion of parents who thought it was likely their child
would enter Higher Education Young Persons Attitudes and Behaviours
Parental Attitudes Source: LSYPE percentage proportion Slide 36 36
Socio-economic differences in financial and other resources in
families impacts on access to services that aid attainment Young
Persons Attitudes and Behaviours Family Resources Differential
access to family resources also impacts on affordability of
participation in learning post-16 and may contribute to the
significant drop-off in aspiration toward HE for young people and
their parents from lower social-class families between the ages of
14 and 16. Although there are strong differences in educational
outcomes by family income, the causal impact of income is only
modest, albeit significant Indicative ways in which differential
access to resources affects attainment is shown through the
gradients in use of private tuition and in access to computer or
internet access. UK evidence suggest that a one- third reduction in
family income increases the propensity to achieve no A-C GCSEs by
between 1 and 3 percentage points Gregg and Blanden, 2004 Family
Income and Educational Attainment: A Review of Approaches and
Evidence for Britain, Access to material resources by socio-
economic position Chowdry et al. (2009), Drivers and Barriers to
Educational Success - Evidence from the Longitudinal Study of Young
People in England. DCSF-RR102 Slide 37 37 As young people get older
they spend more time with their peers, particularly those from more
socially disadvantaged groups. Sources: Young People in Britain:
The attitudes and Experiences of 12 to 19 Year Olds, NatCen (2004);
Currie at al, 2004; DWP, 2005 (based on 11-15 year olds); Asmussen
et al. (2007) with young people from lower SEGs spending more time
with peers than those from higher SEGs 3 Number of days visited
friends at home last week Number of days had friends round last
week During adolescence, young people want to spend more time with
peers. Parents help to moderate young peoples peer and community
contexts. For example, parental values and practices indirectly
determine their teenagers choice of peer group or crowd. The
importance of the peer group appears to peak at age 15 and is
particularly influential for boys. Young people in the UK, in
particular boys, spend more time with their peers than almost all
other OECD countries. Young people in lone parent families working
more than 16 hours per week are most likely to frequently spend
time at friends houses and have their friends over to theirs. Young
Persons Attitudes and Behaviours Friends and Peers Interaction with
friends, by lone parent/working status Id rather spend time with
friends than family by age percentage Slide 38 38 The majority of
young people have good peer relations, helping them to develop
themselves throughout adolescence Sources: Office of National
Statistics 2005; Sullivan 1953; Hodges et al 1999; Rubin et al 1998
; Epstein 1986; Savin- Williams & Berndt (1990); Hartup (1993);
Armsden & Greenberg (1987); Buhrmester and Yin (1997) Do you
have a satisfactory friendship network? Young Persons Attitudes and
Behaviours Friends and Peers Young people are more likely to be
satisfied by their friendship networks 1 Good peer relations are
integral to the development of internal (personal) skills. Making
and keeping friends requires an assortment of internal skills
including functional skills such as: problem solving; aspects of
self-regulation including perspective taking ability, affect
recognition; self-belief; and social & behavioural skills such
as communications skills, understanding others and so on. As these
competencies develop friendships change and can become more stable
and reciprocal. 5 Strong positive peer friendships cushion young
people from the stresses associated with experiences like bullying
or even the divorce of parents, as friends provide important help
and advice about how to manage problems. 3 They can also produce
feelings of personal well-being and prevent loneliness. 3 Age Range
(Years ) Slide 39 39 however, a significant minority struggle to
form or maintain peer relationships. Good Childhood Enquiry (2005);
Gifford-Smith et al 2002; LSYPE Young people who said they had a
friend they could really trust Young Persons Attitudes and
Behaviours Friends and Peers If a young persons peer influences are
primarily negative, the likelihood of adjustment difficulties later
on are increased. For example, a lack of friendships at an early
age is linked to later depression. Although most young people have
friends, up to 18% of todays young people have no best friend who
they can really trust 1 and young people from lower socio-economic
backgrounds are marginally more likely to be bullied Young people
bullied in the past 3 years (years 9, 10 or 11) percentage Slide 40
40..and not having good friendship and peer relationships is
associated with poorer outcomes. Any form of being bullied is
associated with reduced attainment. Overall, being bullied in KS4
is correlated with a reduction in attainment of 2 GCSE grades.
Young Persons Attitudes and Behaviours Friends and Peers Those
bullied are less likely to be in full-time education and more
likely to become NEET Happiness and well-being is much lower for
those experiencing bullying. Association between different types of
bullying and impact on GCSE score Source: LSYPE wave 4 Slide 41 41
Neighbourhood characteristics in and of themselves appear to have
little influence on outcomes, except NEET 41 Deprived individuals
living in deprived areas are more likely to be NEET at age 17 than
deprived individuals living in non- deprived areas. However same
study finds no evidence that neighbourhood deprivation (after
controlling for other factors) consistently affects Key Stage 4
scores or any behavioural outcomes at age 16 though the literature
is more mixed about the impact of neighbourhoods on behavioural
outcomes. Impact of multiple deprivation on chances of being NEET
(relative to 20% most deprived neighbourhoods) Source: Chowdry et
al. (2009), Drivers and Barriers to Educational Success - Evidence
from the Longitudinal Study of Young People in England. DCSF-RR102
Young Persons Attitudes and Behaviours Community Marginal effect (%
point) Slide 42 42 Relatively little of the difference in pupils
attainment can be explained by differences across schools 42
Percentage of between-school variation in Key Stage 2 and 4 taking
into account prior attainment and other pupil characteristics About
8% of the variation between pupils in Key Stage 4 is attributable
to school differences. Voluntary-Aided schools have the best GCSE
results, but they also have a higher quality intake DCSF (2009)
DCSF (2008) The Composition of Schools in England Key Stage 2 and 4
attainment by school type Young Persons Attitudes and Behaviours
School Higher between-school variation in primary reflects the fact
that the primaries have a large number of institutions, each with a
small number of teachers and pupils, and secondary which has a
smaller number of institutions, each with a large number of
teachers and pupils. percentage Slide 43 43 but good teachers do
seem to matter. Being taught by a high-quality (75th percentile)
rather than low-quality (25th percentile) teacher adds 0.425 of a
GCSE grade per subject. Rivkin et al. (2005) find the gap in GCSE
points between a poor and non-poor student is 6.08 GCSE points so
if a poor student had good teachers for all 8 subjects and the
non-poor student had poor (25th percentile teachers) for all 8,
this would make up 3.4 points (56%) of the difference. Impact of
teacher quality on GCSE attainment Source: Burgess et al (2009) Do
teachers matter? Measuring the variation in teacher effectiveness
in England Young Persons Attitudes and Behaviours School Slide 44
44 The most damaging behaviour of all to a young persons prospects
is disengagement from school, manifested in absence Young Persons
Attitudes and Behaviours School GCSE attainment of persistent
absentees There is a penalty of 3 GCSE points for a 1% increase in
absence over the Key Stage 6 points = 1 grade in 1 GCSE subject
Therefore 8% increase in absence over the key stage is equivalent
to the FSM penalty (25 points) Persistent absence from school is
costly and damaging to educational outcomes and young people who
play truant are more likely to be NEET for longer durations
Association between NEET duration and truancy in year 11 Source:
DCSF internal analysis, LSYPE Slide 45 45 with disengagement
clearly associated with earlier poor attitudes towards school.
Impact of school enjoyment on outcomes Source: Chowdry et al.
(2009), Drivers and Barriers to Educational Success - Evidence from
the Longitudinal Study of Young People in England. DCSF-RR102 Young
Persons Attitudes and Behaviours School Children that enjoy school
perform better at KS4, even when accounting for prior attainment
and are significantly less likely to engage in risky and
anti-social behaviour Children who are bullied perform worse than
children who are not bullied and are more likely to experience
behavioural problems but are no more likely to truant Solid filled
bars are significant at p
