Notes on: Gillborn, D., Demack, S., Rollock, N.
and Warmington P. (2017). Moving the Goalposts:
Education Policy and 25 years ofthe Black/White
achievement gap. British
Educational Research Journal Vol. 43, No. 5,
October 2017, pp. 848–874DOI: 10.1002/berj.3297
Dave Harris
This looks at secondary analysis of official
statistics examining the changing scale of
inequality of achievement between white and black
(black Caribbean) students, from the introduction
of the GCSE in 1988 to the murder of Stephen
Lawrence in 2013. This is the longest period
analysed. The gap has never been consistently high
on the agenda. Educational policy has changed it
negatively, and whenever the key benchmark for
achievement has been redefined, race inequity has
been restored and gaps widened. Throughout the
period white students 'were always at least 1 1/2
times more likely to achieve the dominant
benchmark'(848).
A research project was designed to explore the
impact on education of the Lawrence murder and
subsequent changes to legislation especially in
the McPherson Enquiry, so they examined the
black-white gap for the 25 years leading up to and
found that the gap has remained consistent despite
changes in education policy especially how
standards have been measured and debated. This
framework is informed by CRT, 'that uses race as a
social construction... definition and deployment
(policy and practice) is highly complex,
contingent and fluid'(849) [citing Delgado and
Stephancic and others, with an emphasis on
'business as usual forms of racism... every day
taken for granted processes and assumptions
...that shape society...in the interest of people
identified as white'].
Deficit assumptions to explain the achievement gap
have been increasingly challenged, for Latino
students as well as black ones [and drastically
for social class gaps, although these are not
mentioned]. They are using the term gap while
avoiding racist stereotypes and argue gap is 'a
creation of educational policymakers and their
preferred accountability strategies' (850). They
measure achievement in relation to benchmarks set
by government and applied by various stakeholders
including the media, employers, parents, academics
and H/FEIs. These are useful measures to
show inequalities in education opportunity and
they also have an influence on opportunities
afterwards.
They want to analyse the relative attainments of
students who 'self identify as white British or
black Caribbean according to the dominant census
categories' (851). This might be criticised
because other minority groups perform better than
white peers such as students of Indian ethnic
heritage. However, the debate initially was about
blacks and whites, and the black Caribbean group
'retains huge significance educationally and
politically… They are one of the most politically
active of minority communities and… consistently
among those achieving those results overall and
most likely to be permanently excluded' [reference
to a 2015 study]. Studies of multicultural
education were mostly concerned with their
experiences, as were campaigns for justice. Focus
on black Caribbean students is also suggested by
CRT which is often criticised for focusing
particularly upon black people as emblematic, and
CRT has developed various offshoots to include
Latinx Native American and Asian-American people
which in turn has led to work on the specificity
of blackness ['BlackCrit']. Black Caribbean
education is still seen as one which can 'speak
directly to deep structures and processes of
racial injustice in education' and is critical in
resisting white supremacy, possibly even the
'"fulcrum of white supremacy"' [more justifiable
in the American experience because it's linked to
slavery? Reference is American?].
A racial lens is prioritised despite arguments
that there are clearly alternatives affecting
inequality such as class or gender or disability,
intersectionality. We must 'remain equally aware
of the need to avoid becoming trapped in an
endless pursuit of more and more interlocking
categories and forms of analysis' (851) and
Delgado himself has observed that intersection can
paralyse progressive work because someone can
always come along and '"point out that you forgot
something"' [analysis is always much more complex
than politics – This is a clear example of where
politics simplifies the matter]. Fortunately,
there are also 'limits of space'. At least the
concept of intersectionality was 'coined by
Crenshaw' (852), another CRT theorist [who wanted
to include more people, especially black women],
but since then it has 'often eviscerated any
critical content and even acting to close down
race critical analyses' [with reference to
Gillborn 2015] [oh dear, analysis ran
away with him].
Research on race and racism and inequality has
always been controversial, seen in the early
Rampton Report and the political activity by black
parents that it produced. The report used a
special survey of six LEAs with about half of the
minority ethnic pupils and the results were quoted
prominently. The stark difference in achievement
was revealed in that only 3% of West Indian
students reached the desired level compared with
16% of all the leavers [which also included Asian
students]. The Report said this was clear evidence
that West Indian children were failing in our
education system and called for action to combat
racism especially in the form of lower
expectations. There was to be systematic ethnic
monitoring, but the government disregarded the
report in major respects. The follow-up Swann
Report used a second DES survey of five LEAs to
show inequality of achievement (6% of West
Indians gained five or more high-grade results
compared to 19% of all other leavers ) (853).
These were one-off special investigations that did
not focus on white students. There were several
other studies of limited ranges of schools or
LEA's. The Youth Cohort Study was nationally
representative, and it confirmed the patterns
above, and is still useful. In the 1990s, school
effectiveness was the focus of research looking at
the impact of different schooling and management
practices. This rarely considered race or
social justice as a variable, however, until an
OFSTED report to mark the 10th anniversary of
Swann. That used not just results but the
statistics and concluded that African Caribbean
students had not '"shared equally in the
increasing rates of educational achievement… In
some areas there is a growing gap"' (853). That
led to a new 10 point plan [with a Hammersley 2006
reference here] but that concerned only the
possibility of gathering more data and an ad hoc
group.
A later OFSTED review in response to Lawrence drew
118 statistical returns from LEAs that had been
funded under the Ethnic Minority Achievement
Grant. Ethnic monitoring is absent in many areas.
One third of LEAs did not have any quantitative
data [strange you buggers should be regretting
that?]. Overall though, black Caribbean students
were not achieving as highly on average as their
white peers, but there were regional variations
and 'pockets of high achievement by black
students, '"in one in 10 authorities"' [I wonder
if this was gendered?].
In 2002 it finally became a national requirement
to gather ethnically based data on the
achievements of students in compulsory education,
after further soul-searching from the Lawrence
enquiry and the subsequent Race Relations Act of
2000. This enabled more detailed analysis
including intersection of various factors
'including ethnic origin, social class, gender,
special educational needs, student aspirations and
parental education' (854). The research has been
ambitious and often uses multiple regression
trying to quantify the separate independent
influence these factors. [Surprisingly] 'such
research has been critiqued by critical race
scholars who identify shortcomings in the
conceptualisation of race and racism in
traditional quantitative approaches' (855) [for
the first time presumably?]. Quantitative research
tends to treat ethnic origin as a causal factor
rather than a social identity already associated
with discrimination. Apple has argued that race is
not stable but contingent and historical, a
construction arising from social relationships
[so?] Quantitative models are crude and
mechanistic [multiple regression?] Racism is seen
as 'something that can only be identified after
other relevant factors have been removed from the
data'[but this is a technique not a political
priority? I admit it might make racism a residual
category?]. Race discrimination intersects with
and expresses itself in prior attainment and
disproportionate placement in the lower ranks [I
thought it was he was going to say in social class
too. Doesn't this newly sophisticated discussion
prevent comparative analysis or does it apply to
the earlier stuff as well which renders invalid
all those early findings too?]
Recent research has slid away from minority ethnic
achievement to look at things like the attainment
of students in receipt of free school meals,
'often used as a crude proxy for economic
disadvantage', and the lower achievements of white
students, who 'become the principal point of
concern to political parties' (855). There is no
broader arguments about working class whites and
white students as a whole, sometimes seen in Daily
Mail headlines like the betrayal of white pupils
[so we can dismiss this research as propaganda].
It would be easy to assume that tables are been
reversed and that black students no longer
experience inequality when compared with their
white peers. However 'the contemporary reality
strongly echoes the patterns that used to generate
headlines decades ago', reveals a uniquely long
timescale and an historical relationship to policy
[well, only if the objections in the paragraph
above don't apply].
There is a lot more statistical data on
achievement, a general trend towards outcomes,
performance and public management based on
qualitative data. However the quality of the
material still in doubt. Ethnic diversity rarely
features on the educational agenda, say in
national school performance tables, although it is
now mandatory [since 2002, although school tables
began in 1992]. We only have 'the best available
national data' (856).
YCS is a series of longitudinal surveys following
cohorts of young people for three years after
compulsory schooling recording achievements and
experiences and activities outside of education
and employment. The first one began in 1985 and
ran until the 2000 when a new survey was
introduced at all the Longitudinal study of Young
People in England [LE], which first ran alongside
and has now replaced the old one. Now funded by
the ESRC. They have summarised the changes in
achievement at the end of compulsory schooling,
following the introduction of GCSE [a table on
page 856 shows sample size rising from 8000 to
14,000 --not sure why --bullshit?n].
They also looked at the National Pupil Database
which has a range of statistical sources relating
to school-age students and young people. They
looked at those relating to students at the end of
compulsory schooling, key stage 4. Data is
available from 2004 onwards when a more detailed
ethnic breakdown was provided, better than the YCS
which used only a few ethnic categories. If we
combine the data with YCS [assumptions here of
course] we get the best available picture — but
changes in ethnic classification mean that the
groupings are not the same, for example the
category black was modified to be more precise in
later work. There are also differences in
geographical and educational coverage, with early
reference to England only, and differences in
terms of whether private schools were attended.
They want to debate the difference between
quantitative and qualitative data, especially
question the measures by which standards are
judged. They think changes in the way that
achievement is benchmarked will have 'clear and
iniquitous impact on the black/white gap'.
The GCSE already used the system of tiered exam
papers, in effect a dual status system seemingly a
single examination which few parents and students
knew about. 'Tiering decisions tend to exacerbate
social inequalities' (859), especially gender, and
black students were overrepresented in foundation
tiers. Academic success was usually viewed as five
or more higher grade passes, A to C, later A* -C,
and performance tables were ranked according to
that criterion. Using the original benchmark, by
2013 the black-white gap had virtually
disappeared, with 83% of white British students
achieving it and 80% of Black Caribbeans,
diminishing from 22 percentage points in 1993.
However there was considerable fluctuation. It is
not until 2006 that we see a steady reduction in
the gap.
The most dramatic and consistent reductions in
inequality coincide with the new benchmark [oddly
they argue that this was when 'the measure itself
became less important' (860)]. They admit that 'we
cannot know whether the gap would have shrunk so
dramatically had the original benchmark remained
in place. However at least we know that 'there is
no inherent reason why black students cannot
attain on a par with their white peers'.
In 2005 the benchmark now included the five higher
grades which must include success in English and
maths — the '"gold standard"', intended to be more
demanding and leading to a fall in overall
achievement rates. Here there was inequality again
with a black-white gap growing to 15 percentage
points. Both English and maths used tiered
examination papers which could have produced this
effect. As schools adjusted, overall achievement
increased year on year and 'both white British and
black Caribbean students shared in this trend.
Indeed, the rate of improvement was somewhat
greater for black Caribbean students and as a
result the black-white gap narrowed from 15
percentage points in 2006 to 11 percentage points
in 2010' (861). A changing government meant
another change in the benchmark and again an
immediate negative impact on race equality.
Cameron's government expected a broad academic
education to age 16, a new English baccalaureate,
GCSEs at grade C or above in English maths
sciences humanities and a foreign or ancient
language. It was supposed to help disadvantaged
students who were excluded from higher status GCSE
subjects, including kids eligible for free school
meals and ethnic communities. There are obvious
difficulties with high status curriculum areas.
Levels of attainment fell dramatically in 2011 for
both white British and black Caribbean students —
'an Ebacc penalty' (862) and the greatest
proportional impact was experienced by black
Caribbean students.
So in terms of the original achievement measure
the black-white gap almost disappeared, but the
gap changed and changed in scale. We can look at
the odds ratio calculations, comparing white
students chances of achieving the benchmark in
relation to black Caribbean peers, and despite
fluctuations, the overall pattern is that 'white
students are always at least one and 1/2 times
more likely to attain the dominant benchmark'
(864), ranging from an odds ratio 2.84 in 1993,
and several times when the odds ratios was greater
than two. So '"raising the bar"' widens race
inequality, especially the introduction of the
EBacc. This re-stored historic rates of
disadvantage, 'seven years of improvement was
wiped away'.
The impact of educational policy is difficult to
estimate because it can take more than a decade
for children to move through schooling [and, as
we've seen, schools can respond]. Nevertheless,
there is little support for the view that policies
are having a positive impact on race inequality.
There has been much optimistic 'gap talk' in
official statements, and optimism based on
'apparently impressive percentage improvements
(measured over a brief timescale)' (865) [these
are quoted but I would have welcomed more
information about them and where they came from —
they seem to be Department for Education data].
There's even been a deterioration masked by
'marginal periodic gains', and in some case active
widening.
Cameron's government abolished Equality Impact
Assessments in 2012, just as his latest
educational reform was widening the achievement
gap. Their analysis 'suggests that this was not a
one-off mistake or aberration' (867).
[Amusingly] 'These differences in achievement are
not meaningless statistical artefacts; they
indicate genuine inequities that will have lasting
consequences for Black young people' (868). There
have been huge improvements in educational
attainment, in absolute terms for both white and
black students — white students' chances of
achieving five higher grade GCSEs are '11 times
greater than in 1988; black Caribbean students are
18 times' [but this is the old measure]. New
benchmarks have had a regressive effect. [Assuming
they are taken seriously]. The overall conclusion
is that 'negative impacts are much more certain
and predictable'. It has been moving the goalposts
that has maintained the black-white achievement
gap.
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