Exploring the impact of supplementary schools on Black and Minority Ethnic pupils' mainstream attainment

This paper reports findings from a study commissioned by the (then) Department for Children, Schools and Families. The research mapped the provision, and explored the impact, of supplementary schools and aimed specifically to develop further understanding as to how supplementary schools might raise...

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Bibliographic Details
Published in:British educational research journal 2013-02, Vol.39 (1), p.107-125
Main Authors: Maylor, Uvanney, Rose, Anthea, Minty, Sarah, Ross, Alistair, Issa, Tozun, Kuyok, Kuyok Abol
Format: Article
Language:English
Subjects:
Academic Achievement
Access to Education
Achievement Gains
Achievement Gap
Behavior Change
Blacks
Children
Classroom communication
Conceptualization
Cultural differences
Cultural heritage
Education
England
English (Second Language)
Ethnicity
Focus Groups
Foreign Countries
Identification (Psychology)
Immigrants
Interviews
Language diversity
Minority Group Students
Minority students
National Curriculum
Observation
Parents
Parents & parenting
Program Effectiveness
Pupils
Schools
Self Esteem
Social Behavior
Special Needs Students
Special Schools
Student Diversity
Teachers
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Summary:This paper reports findings from a study commissioned by the (then) Department for Children, Schools and Families. The research mapped the provision, and explored the impact, of supplementary schools and aimed specifically to develop further understanding as to how supplementary schools might raise the attainment of Black and Minority Ethnic pupils. Drawing on a national survey and case study data from 12 supplementary schools, we highlight a range of perceived impacts identified by teachers, pupils and parents and problematise the concept of impact. We identify the unique contribution and impact that supplementary schools make to the mainstream school attainment of pupils from diverse (linguistic, cultural, ethnic) backgrounds. We suggest that there is much to be learnt by the mainstream school sector about the difference supplementary school education makes to minority ethnic children, while questioning whether mainstream indicators of impact should be applied to supplementary schools.
ISSN:0141-1926
1469-3518
DOI:10.1080/01411926.2011.614689