{"title":"为他们的社区服务?英国“信仰”小学招收残疾和有“特殊教育需要”的儿童人数不足","authors":"Tammy Campbell","doi":"10.1080/03054985.2023.2249818","DOIUrl":null,"url":null,"abstract":"Around 28 per cent of state primary school children attend ‘faith’ establishments in England, the majority in Catholic or Church of England schools. Research suggests ‘faith’ schools tend to educate proportionally fewer children from low-income families (proxied by eligibility for Free School Meals [FSM]). This paper examines whether they also under-admit children ‘disadvantaged’ according to another key dimension: having special educational needs and/or disability (SEND). Descriptive statistics and modelling use the National Pupil Database census and span 2010–2020. Across years, ‘faith’ primary schools are less likely to include children with SEND, and less likely to admit children with SEND to the first (Reception) year. Accounting for area-level factors, indications of under-admission to Catholic schools become more pronounced. Some disproportionality for Church of England schools is explained by confounders – but even after attenuation, they remain less likely to serve children with SEND than non-‘faith’ schools. Together, FSM and SEND predict a substantively meaningful lowered likelihood of children attending ‘faith’ schools, so these schools, at the national level, seem to have become hubs of relative ‘advantage’. Findings therefore demand interrogation of whose interests these institutions serve, and of their part within the current English system.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"20 1","pages":"0"},"PeriodicalIF":2.3000,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Serving their communities? The under-admission of children with disabilities and ‘special educational needs’ to ‘faith’ primary schools in England\",\"authors\":\"Tammy Campbell\",\"doi\":\"10.1080/03054985.2023.2249818\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Around 28 per cent of state primary school children attend ‘faith’ establishments in England, the majority in Catholic or Church of England schools. Research suggests ‘faith’ schools tend to educate proportionally fewer children from low-income families (proxied by eligibility for Free School Meals [FSM]). This paper examines whether they also under-admit children ‘disadvantaged’ according to another key dimension: having special educational needs and/or disability (SEND). Descriptive statistics and modelling use the National Pupil Database census and span 2010–2020. Across years, ‘faith’ primary schools are less likely to include children with SEND, and less likely to admit children with SEND to the first (Reception) year. Accounting for area-level factors, indications of under-admission to Catholic schools become more pronounced. Some disproportionality for Church of England schools is explained by confounders – but even after attenuation, they remain less likely to serve children with SEND than non-‘faith’ schools. Together, FSM and SEND predict a substantively meaningful lowered likelihood of children attending ‘faith’ schools, so these schools, at the national level, seem to have become hubs of relative ‘advantage’. Findings therefore demand interrogation of whose interests these institutions serve, and of their part within the current English system.\",\"PeriodicalId\":47910,\"journal\":{\"name\":\"Oxford Review of Education\",\"volume\":\"20 1\",\"pages\":\"0\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2023-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Oxford Review of Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/03054985.2023.2249818\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Oxford Review of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/03054985.2023.2249818","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Serving their communities? The under-admission of children with disabilities and ‘special educational needs’ to ‘faith’ primary schools in England
Around 28 per cent of state primary school children attend ‘faith’ establishments in England, the majority in Catholic or Church of England schools. Research suggests ‘faith’ schools tend to educate proportionally fewer children from low-income families (proxied by eligibility for Free School Meals [FSM]). This paper examines whether they also under-admit children ‘disadvantaged’ according to another key dimension: having special educational needs and/or disability (SEND). Descriptive statistics and modelling use the National Pupil Database census and span 2010–2020. Across years, ‘faith’ primary schools are less likely to include children with SEND, and less likely to admit children with SEND to the first (Reception) year. Accounting for area-level factors, indications of under-admission to Catholic schools become more pronounced. Some disproportionality for Church of England schools is explained by confounders – but even after attenuation, they remain less likely to serve children with SEND than non-‘faith’ schools. Together, FSM and SEND predict a substantively meaningful lowered likelihood of children attending ‘faith’ schools, so these schools, at the national level, seem to have become hubs of relative ‘advantage’. Findings therefore demand interrogation of whose interests these institutions serve, and of their part within the current English system.
期刊介绍:
The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.