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Influences and leverages on low levels of attainment: a review of literature and policy initiatives [Wider Benefits of Learning Research Report No. 31]

Duckworth, K; Akerman, R; Gutman, L; Vorhaus, J; (2009) Influences and leverages on low levels of attainment: a review of literature and policy initiatives [Wider Benefits of Learning Research Report No. 31]. Centre for Research on the Wider Benefits of Learning, Institute of Education, University of London, London. Green open access

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Title: Influences and leverages on low levels of attainment: a review of literature and policy initiatives [Wider Benefits of Learning Research Report No. 31]
ISBN-13: 978-0-95594-882-4
Open access status: An open access version is available from UCL Discovery
Additional information: A review commissioned by DCSF to draw together existing evidence. Critically analyses the literature on individual, family and school level factors affecting progress and attainment for young people. Also reviews selected policy initiatives attempting to improve standards, and summarises the evidence on the extent of their impact and the implications for policy design.
Keywords: 11 - 16, 17 - 18, Secondary school, School effectiveness, School improvement, Achievement
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: https://discovery.ucl.ac.uk/id/eprint/1520531
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