ABSTRACT

Given that we cannot easily identify the characteristics of a differentially effective school (Chapter 5) or teacher (Chapter 6), at least in terms of improving student attainment, reducing the poverty gap in attainment or extending post-compulsory participation, this chapter highlights more focused interventions and teaching approaches. The chapter continues from the last section of Chapter 8. It presents the findings from a series of reviews, evaluations and randomised controlled trials looking at literacy interventions, catch-up programmes, summer schools and the use of IT to reduce the poverty gradient during compulsory schooling. What it reveals again is how little secure knowledge there is about what works to overcome educational disadvantage, or to assist those students in danger of falling behind.