COVID-19 and disadvantage gaps in England 2020 and 2021

This project will be examining the impact of COVID-19 on educational disadvantage gaps in Key Stage 4 and 16-19 education in England.

Previous Education Policy Institute (EPI) reports highlighted that even before COVID-19, progress in closing the attainment gap between disadvantaged pupils and their peers across early years, primary and secondary school had stalled.

In response to the cancellation of examinations due to COVID-19, the Department of Education and Ofqual decided to use an algorithm to help determine results in 2020. The intention was to mitigate bias against disadvantaged students by standardising teacher assessments. However, grading anomalies and allegations of bias led to a change in approach and final marks were based on the highest of a pupil’s centre-assessed grade and standardised algorithmic grade.

The COVID-19 pandemic had a profound impact on education in England, with adverse impacts being felt most acutely by the most disadvantaged, suggesting that the structural problems previously observed are likely to have been compounded by COVID.

This project aims to provide a comprehensive picture of gaps in grades awarded for different groups of students, different phases of education, and in different parts of the country. This includes extending analysis of gap measures to include 16-19 year olds during this key transition phase, building on recent research measuring the disadvantage gap in 16-19 education. In particular, the project will explore whether vocational students lost out relative to those doing A-levels under the system of teacher assessed grades.

The researchers will also examine gaps for other vulnerable learners, including minority ethnic groups, those with special educational needs, Looked After Children and children with Child Protection Plans.

Researchers will analyse education administrative data including the National Pupil Database (NPD) and Individualised Learner Record (ILR) with findings published in January 2022.

The project will consider how different gaps have evolved over the last decade, what progress is being made and where the greatest challenges remain – with the aim of informing policy development to improve educational outcomes for the most vulnerable in society.