ABSTRACT
Having shown important results based on comparing school allocations and outcomes for long-term disadvantaged pupils and the rest, the book now turns to a more detailed consideration of these long-term disadvantaged pupils. This chapter looks briefly at the amount of missing data, and argues that this will not affect the results. It then considers the other characteristics of long-term disadvantaged pupils, including sex, first language, ethnicity and special educational needs or disability. It ends with an analysis of where long-term disadvantaged pupils go to school within England, and the implications this has for local attainment gaps.
