disengagement from education among 14-16 year olds
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Disengagement from education among 14-16 year olds. Andy Ross. DCSF Research Conference 2010. Aims. To provide a typology of disengaged/engaged young people identifying the different ways in which disengagement can be manifest - PowerPoint PPT PresentationTRANSCRIPT
Disengagement from education
among 14-16 year olds
Andy Ross
DCSF Research Conference 2010
Aims
• To provide a typology of disengaged/engaged young people identifying the different ways in which disengagement can be manifest
• To describe them in terms of their further attitudes to school, staff, learning, their future, and what motivates them in terms of education and beyond
• Explore whether young people transition between these different types over time (years 9 – 11)
• Explore factors that might explain when and why some young people disengage
Background
• Previous research has illustrated the importance of distinguishing between different ‘types’ of disengaged young people (Steedman & Stoney, 2004; Callanan et. al. 2009)
• Previous quantitative research has begun to ‘build a picture’ of disengaged young people (McIntosh & Houghton, 2005)
• Going beyond narrow definitions of disengagement• Disengagement as a multidimensional concept
consisting of motivations, attitudes and behaviour (Morris & Pullen, 2007)
A statistical method suitable forcapturing disengagement • Latent Class Analysis (LCA)• Enables us to capture multidimensional constructs
such as disengagement• Explores structure within a set of measures to identify
underlying types or classes of individuals • For example… we might find a type that dislikes school,
may also skip the odd class, but otherwise remain committed to long-term education
• Limitations: Does not capture all heterogeneity; limited by availability of measures
Longitudinal Study of Young People in England (LSYPE)• Comprehensive cohort study focusing on transitions
through education to employment• Funded by Department for Children, Schools and
Families to evaluate impact of policy• Data from multiple sources (young person; main and
second parents; linked in NPD data)• 15,770 pupils sampled at Wave 1, 11,449 at Wave 4
(weighted for attrition)• Ethnic minority boost (n = 1000); Deprived schools over
sampled by 1.5
Longitudinal Study of Young People in England (LSYPE)
Wave Year School Year Age
1 2004 Year 9 13/14
2 2005 Year 10 14/15
3 2006 Year 11 15/16
4 2007 Year 12 (or equivalent)
16/17
5 2008 Year 13(or equivalent)
17/18
6 2009 “Year 14” (or equivalent)
18/19
Motivations• Plans following year 11
(Continue with fulltime education; Job with training; job no training; Something else)
• Likelihood of applying to do a degree at university(Very likely; Fairly likely; Not very likely; Not at all likely)
Behaviour• Truancy
(None; Odd day or lesson; Particular lessons; Several days or weeks at a time)
Attitudes to School
Feelings about school (10 item scale) I am happy when I am at school School is a waste of time for me School work is worth doing Most of the time I don't want to go to school On the whole I like being at school I work as hard as I can in school In a lesson, I often count the minutes till it ends I am bored in lessons The work I do in lessons is a waste of time The work I do in lessons is interesting to me
Results
• Best fitting solution identified the same four groups in each year:EngagedDisengaged from School not EducationEngaged with School not Higher EducationDisengaged
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Probability
Very likelyFairly likely
Not very likelyNot at all likely
FT EducationJob with training
Job no trainingSomething else
NoneOdd day or lessonParticular lessons
Several days/weeks
Very positiveQuite positiveQuite negativeVery negative
Aspirations for Year 12
Likely to apply to University
Level of Truancy
Attitudes to school
‘Engaged’(Y9: 40%; Y10: 33%; Y11: 34%)
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Probability
Very likelyFairly likely
Not very likelyNot at all likely
FT EducationJob with training
Job no trainingSomething else
NoneOdd day or lessonParticular lessons
Several days/weeks
Very positiveQuite positiveQuite negativeVery negative
Aspirations for Year 12
Likely to apply to University
Level of Truancy
Attitudes to school
‘Disengaged from school not education’ (Y9: 23%; Y10: 26%; Y11: 24%)
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Probability
Very likelyFairly likely
Not very likelyNot at all likely
FT EducationJob with training
Job no trainingSomething else
NoneOdd day or lessonParticular lessons
Several days/weeks
Very positiveQuite positiveQuite negativeVery negative
Aspirations for Year 12
Likely to apply to University
Level of Truancy
Attitudes to school
‘Engaged with school not H.E.’ (Y9: 25%; Y10: 22%; Y11: 22%)
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Probability
Very likelyFairly likely
Not very likelyNot at all likely
FT EducationJob with training
Job no trainingSomething else
NoneOdd day or lessonParticular lessons
Several days/weeks
Very positiveQuite positiveQuite negativeVery negative
Aspirations for Year 12
Likely to apply to University
Level of Truancy
Attitudes to school
‘Disengaged’(Y9: 12%; Y10: 19%; Y11: 20%)
Attainment at Key Stage 4
0%
20%
40%
60%
80%
100%
Engaged Disengaged fromschool not education
Engaged with schoolnot Higher Education
Disengaged
Per
cen
t
Achieved level 2 Achieved level 1Base: Year 11
Destinations in year 12
0%
20%
40%
60%
80%
100%
Engaged Disengaged fromschool not education
Engaged with Schoolnot Higher Education
Disengaged
Per
cen
t
FT education Apprenticeship/Work with training Work without training NEETBase: Year 11
Attitudes to curriculum‘Likes subject a lot’
0
10
20
30
40
50
60
Engaged Disengaged fromschool not education
Engaged with Schoolnot Higher Education
Disengaged
Per
cen
t
Maths English Science Information, Communication & TechnologyBase: Year 9
Wants a job…‘Matters a lot’
0
20
40
60
80
100
Engaged Disengaged fromschool not education
Engaged with schoolnot Higher Education
Disengaged
Per
cen
t
that pays well that offers promotion where I am my own bossBase: Year 9
Attitudes to learning‘Strongly agree’
0
20
40
60
80
Engaged Disengaged fromschool not education
Engaged with schoolnot Higher Education
Disengaged
Per
cen
t
Working hard at school now will help me get on later in lifeDoing well at school means a lot to meEven if I do well at school, I'll have a hard time getting the right kind of job
Base: Year 10
Transitions between years 9 and 10
Year 9Engaged
Disengaged from
School not Education
Engaged with School not Higher Education
Disengaged
Engaged 82.4 13.6 4.0 0.1
Disengaged from School not Education
0.0 87.9 0.0 12.1
Engaged with school not Higher Education
2.7 1.2 81.6 14.5
Disengaged 0.0 1.5 0.6 97.8
Year 10
Transitions between years 10 and 11
Year 10Engaged
Disengaged from
School not Education
Engaged with School not Higher Education
Disengaged
Engaged 98.0 0.0 1.9 0.1
Disengaged from School not Education
2.0 92.3 0.0 5.7
Engaged with school not Higher Education
3.7 0.0 96.0 0.3
Disengaged 0.0 1.6 0.0 98.4
Year 11
Transitions (summary)
• Most young people already engaged or disengaged by the time they are in year 9 and remain so through to year 11
• Transitions mainly occur between year 9 and 10, the point at which Key Stage 4 beginsIncrease in volume and significance of workFriendship groups split up
• Change is in the direction of disengagement, with little evidence of reengagement
Young people at greatest risk… Disengaged from
School not Education
(DSNE)
Engaged with School not Higher
Education (ESNHE)
Disengaged
Gender
More male
More male
Ethnicity Black Caribbean
Mixed Race
White
White
NS-SEC Never worked/ Long-
term unemployed
Routine or Manual
Never worked/ Long- term unemployed
Intermediate
Never worked/ Long- term unemployed
Routine or Manual
Intermediate
Mother’s education Lower
Lower
Family Type Single parent
Step family
Step family
Single Parent
Single parent
Step family
Factors that matterParental factors
• Parental aspirations were key (*): Disengaged & ESNHE
• Attending parent - teacher evenings: Disengaged• Recognising the importance of continuing
education beyond age 16: ESNHE & Disengaged• Effectiveness of the relationship with the school:
Disengaged & DSNE
Factors that matterHomework
• How often parents ensure that homework is completed:Parents of young people who were ESNHE more likely to
monitor homeworkParents of Disengaged young people were less likely to
monitor homework
• ESNHE also more likely to get support at home• How many teachers monitor homework:
Disengaged, less so ESNHE & DSNE
Factors that matterTeachers
• Young people’s relationships with their teachers: Disengaged & DSNE, less so ESNHENegative factors more important: Feeling treated
unfairly or blamed for any troublePositive factors less important: Taking an interest
in the young person’s work or praising them• Perceiving teachers as being in control also
important for predicting Disengaged and DSNE
Factors that matterYoung Person’s experience
• Aspiration of peers: Disengaged, ESNHE, also DSNE• Contact with Educational or Social Services, or a visit
from the Police: Disengaged, less so ESNHE & DSNE• Bullied in the last 12 months: DSNE or Disengaged• Has a disability that affects schooling: ESNHE or
Disengaged
Factors that matterSchools
• Pupil to teacher ratio: ESNHE and DSNE more likely to attend schools with a greater ratio of pupils to teachers
• School size (number of pupils): ESNHE more likely to attend smaller schools
• School level of Truancy: Disengaged especially but also ESNHE more likely to attend schools with higher rates of truancy
Contact details
Andy Ross
Tel: 020 7549 7101
• Ross, A. (2009) Disengagement from education among 14-16 year olds, DCSF