Effective targeted intervention strategies to close the achievement gap for disadvantaged students: Lessons from schools in England

Prof Feyisa Demie, Durham University

Abstract

A long-standing challenge in English education has been bridging the achievement gap for disadvantaged students. This seminar presents research on evidence-based intervention strategies to reduce educational inequality among these students. The study employed a mixed-methods approach, combining a case study, questionnaire survey, and analysis of data from targeted Education Endowment Foundation (EEF) interventions. A comprehensive school survey gathered insights from headteachers, teachers, and staff on factors contributing to their school's performance. In-depth case studies of select schools provided further context, utilising semi-structured questionnaires and EEF data to illustrate the impact of various targeted interventions across England. The research yielded several key findings. The case study, school survey, and EEF data consistently showed that schools implemented a range of targeted interventions, including early intervention, small-group teaching, one-to-one tuition, peer tutoring, parental engagement, booster classes, attendance improvement strategies, mastery learning, English as an additional language (EAL) support, special educational needs (SEN) support, phonics instruction, pastoral care, and enrichment programmes. The findings indicate that these specific interventions, along with additional funding, can help reduce the link between poverty and underachievement. Each of these intervention strategies will be explored in detail during the seminar. The main conclusion of the study is that schools can effectively close the achievement gap between disadvantaged students and their peers by implementing targeted intervention strategies. A key implication of this research is its practical applicability in real-world school settings, providing a model for success that other educational institutions can draw upon and learn from. This has important implications for policymakers, educators, and administrators seeking to address educational inequality and promote more inclusive learning environments. The study recommends that policymakers allocate funds to help schools improve and address inequalities by effectively implementing proven intervention strategies.

Bio

Professor Feyisa Demie is an Honorary Professor at the Durham School of Education and a Fellow of the British Academy of Social Science (FAcSS). He also serves as an associate school improvement advisor at Lambeth Local Authority. With extensive experience in driving school improvement, he has successfully collaborated with local authorities, government departments, the London Challenge and individual schools to harness the power of data and research, ultimately enhancing educational outcomes. Additionally, he has designed and delivered school-focused training programmes for headteachers, teachers, school governors, and policymakers, providing them with the necessary tools and expertise to support effective school self-evaluation and inform evidence-based decision-making. Feyisa's research interests focus on evidence-based strategies for raising achievement in schools, as well as addressing equity issues in education. His work has explored the intersections of ethnicity, language, and socioeconomic disadvantage, and their impact on educational attainment and pupil progress. He has published six books, over 150 articles, book chapters, and research reports on education in peer-reviewed journals.

Joining Online
This event will be accessible via Microsoft Teams. If you would like to attend online, please contact ed.research@durham.ac.uk to request the Teams link.