Best Practice

Measuring what matters: Supporting disadvantaged students with assessment – not assumption

Pupil Premium and disadvantage Vulnerable children Free School Meals Poverty
Educational disadvantage is complex. Researcher and educator Sean Harris explores why tackling the impact of poverty in schools requires assessment – not assumption. He examines flaws in how we measure attainment gaps and describes a more evidence-based approach
How do you know? Measures like free school meals and Pupil Premium fail to capture the full scope of socio-economic factors affecting educational outcomes meaning schools must do more to understand their own contexts - Adobe Stock

History is replete with cautionary tales of leaders making assumptions that led to mistakes.

In 1962, Decca Records rejected The Beatles after an audition, claiming guitar groups were out of style.

JK Rowling's manuscript for Harry Potter and the Philosopher's Stone was turned down by no less than 12 publishers, who doubted the market potential for a wizarding world.

Assumptions like this highlight the perils of making decisions based on what we think rather than on what we know (i.e. well-informed assessments).

In education, significant issues can occur when educators and school leaders rely on assumptions to address issues relating to poverty and disadvantage.

The challenge for us all – and especially for schools – is to move from broad generalisations and stereotypes to nuanced, data-driven strategies that acknowledge the complexity of educational disadvantage.

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