Although successive government reforms in the UK have driven up standards overall in the last 10 years, the gap between the attainment of children from poor and affluent homes has remained roughly the same, in some areas it has widened, and there is a long
tail of underachievement.
To date, the obsession with school structures has allowed the focus in education policy to move away from tackling failure and the long
tail of underachievement, setting our schools system back immeasurably.
The last paragraph is key - «To date, the obsession with school structures has allowed the focus in education policy to move away from tackling failure and the long
tail of underachievement, setting our schools system back immeasurably.
In short, the long
tail of underachievement will be reduced by expecting and ensuring that every student makes excellent progress every year.
One indicator of progress in reducing Australia's long
tail of underachievement would be a reduction in the percentage of 15 - year - olds not meeting the OECD's baseline proficiency levels as measured by PISA.
The long
tail of underachievement is also a long tail of disenchantment with school.
Not exact matches
However, it is questionable whether higher standards and increased accountability will benefit students who have fallen behind in their learning, reduce levels
of disengagement among these students, or decrease Australia's «long
tail»
of underachievement.