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Tackling Disadvantage

Our research has provided evidence that has informed policies for tackling disadvantaged communities. Our research in DECE covers a wide range of issues that are relevant to overcoming disadvantage. Innovative research methods and approaches have helped us in understanding the underlying reasons for the patterns of attainment by poverty. Our research is developing evidence-based practice in tackling disadvantage and overcoming the impact of poverty on people's life.

Recent projects include

  • 2022- 2024: Evaluation of Pupil Premium using Household Income, DfE
  • 2016 - 2018: The kinds of poverty in schools and their impact on student progress, ESRC
  • 2016 - 2017: Comparative segregation study in Brazil, Santander

Recent relevant publications include

Gorard, S., See, B. H., & Siddiqui, N. (2022). Making Schools Better for Disadvantaged Students: The International Implications of Evidence on Effective School Funding. Taylor & Francis.

Boliver, Vikki and Gorard, Stephen and Siddiqui, Nadia (2022) 'Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education?', British Journal of Sociology of Education, 43 (3). pp. 349-374.

Gorard, S., Boliver, V., Siddiqui, N. and Banerjee, P. (2019) Which are the most suitable contextual indicators for use in widening participation to HE?, Research Papers in Education, 34, 1, 99-129.

Gorard, S. and Siddiqui, N. (2019) How trajectories of disadvantage help explain school attainment, SAGE Open.

Gorard, S. (2019) Significance testing with incompletely randomised cases cannot possibly work, International Journal of Science and Research Methodology, 11, 2.