Socioeconomic Inequality and Student Outcomes in English Schools

This chapter explores socioeconomic inequality in educational outcomes in England. We begin by describing the key features of the English education system and highlight the characteristics of the student population. We explore the educational outcomes of socioeconomically disadvantaged young people through comparison of a number of different outcomes during educational careers. We analyze policies introduced or mooted in recent years to consider the extent to which they are likely to address these challenges successfully. These include the introduction of “academy” schools, reforms to the school curriculum, changes to education funding, the potential (re-)growth of academically selective schooling, increased investment in early years education, and an increased focused on gathering and disseminating robust evidence on ‘what works’ in educational attainment. Many of these changes seem unlikely to hold many lessons for other countries wishing to reduce attainment gaps. However, there are notable exceptions, particularly regarding early years’ education and improving the evidence base on what practical changes schools can make to promote attainment among those from disadvantaged backgrounds

Socio-economic status and subject choice at 14: do they interact to affect university access

There is a large socio-economic status gap in higher education (HE) participation in England. However, most evidence suggests that this is driven by inequality that emerges before the point of application. It has been suggested that one such source of inequality is the subjects and qualifications studied by young people while still at school. The importance of this factor for young people's chances of progressing to HE in general, and to highly selective HE institutions in particular, has increasingly attracted the attention of policy-makers. This has been most notable in the UK Government's introduction of the English Baccalaureate performance measure for schools at age 16, and the introduction of performance in Russell Group "facilitating subjects" at A-Level for schools at age 18. However, this area is under-studied in the academic literature. This project aimed to address this gap using a combination of survey and administrative data on a recent cohort of English students. It analysed the subject choices taken by young people at age 14 (affecting subjects and qualifications studied for examinations predominantly at age 16) using statistical analysis to estimate the subsequent importance of subject choice in the probability of attending university or a highly competitive university. It also considers the association between socioeconomic status and young people's subject choices, and the extent to which this acts as a transmission mechanism between socio-economic status and inequality in attendance at university

Reconstructing the eclectic psychiatry of Thomas Ferguson Rodger

This article provides an introduction to the approach of the Scottish psychiatrist Thomas Ferguson Rodger (1907–78), as reconstructed from his archive. Rodger’s contribution has been largely neglected within the history of Scottish psychiatry. This paper amends this neglect through situating Rodger’s eclecticism in relation to both the biopsychosocial approach of his mentors, Adolf Meyer and David Henderson, and psychiatry’s de-institutionalization in the 1950s and 1960s. It is posited that Rodger’s eclecticism was a considered response to the pressures of this transitional phase to balance physical, psychological and social approaches, and a critical acknowledgement of the instability of contemporary psychiatric therapeutics. More psychodynamic than his predecessors, the importance of social relations for Rodger led him to acknowledge psychiatry’s limitations

The role of schools in explaining individuals' subject choices at age 14

The subjects that young people study from age 14 onwards may have important consequences for their future academic and labour market outcomes. These decisions are shaped by the schools in which they find themselves. Schools also face constraints of their own. This paper explores the extent to which individuals’ decisions are affected by the school they attend and to what extent this is affected by the composition of schools in terms of academic attainment, gender, and socioeconomic background. We use multi-level variance decomposition models applied to administrative data on the subjects that young people in mainstream state-funded schools in England study between ages 14 and 16. Our results highlight the important role that constraints on schools play in subject choice decisions. We also note the particular role of attending a non-selective school within a selective schooling district

Inductively guided circuits for ultracold dressed atoms

Recent progress in optics, atomic physics and material science has paved the way to study quantum effects in ultracold atomic alkali gases confined to non-trivial geometries. Multiply connected traps for cold atoms can be prepared by combining inhomogeneous distributions of DC and radio-frequency electromagnetic fields with optical fields that require complex systems for frequency control and stabilization. Here we propose a flexible and robust scheme that creates closed quasi-one-dimensional guides for ultracold atoms through the ‘dressing’ of hyperfine sublevels of the atomic ground state, where the dressing field is spatially modulated by inductive effects over a micro-engineered conducting loop. Remarkably, for commonly used atomic species (for example, 7Li and 87Rb), the guide operation relies entirely on controlling static and low-frequency fields in the regimes of radio-frequency and microwave frequencies. This novel trapping scheme can be implemented with current technology for micro-fabrication and electronic control

Study protocol: evaluation of a parenting and stress management programme: a randomised controlled trial of Triple P discussion groups and stress control

<br>Background: Children displaying psychosocial problems are at an increased risk of negative developmental outcomes. Parenting practices are closely linked with child development and behaviour, and parenting programmes have been recommended in the treatment of child psychosocial problems. However, parental mental health also needs to be addressed when delivering parenting programmes as it is linked with parenting practices, child outcomes, and treatment outcomes of parenting programmes. This paper describes the protocol of a study examining the effects of a combined intervention of a parenting programme and a cognitive behavioural intervention for mental health problems.</br> <br>Methods: The effects of a combined intervention of Triple P Discussion Groups and Stress Control will be examined using a randomised controlled trial design. Parents with a child aged 3?8?years will be recruited to take part in the study. After obtaining informed consent and pre-intervention measures, participants will be randomly assigned to either an intervention or a waitlist condition. The two primary outcomes for this study are change in dysfunctional/ineffective parenting practices and change in symptoms of depression, anxiety, and stress. Secondary outcomes are child behaviour problems, parenting experiences, parental self-efficacy, family relationships, and positive parental mental health. Demographic information, participant satisfaction with the intervention, and treatment fidelity data will also be collected. Data will be collected at pre-intervention, mid-intervention, post-intervention, and 3-month follow-up.</br> <br>Discussion: The aim of this paper is to describe the study protocol of a randomised controlled trial evaluating the effects of a combined intervention of Triple P Discussion Groups and Stress Control in comparison to a waitlist condition. This study is important because it will provide evidence about the effects of this combined intervention for parents with 3?8?year old children. The results of the study could be used to inform policy about parenting support and support for parents with mental health problems. Trial registration ClinicalTrial.gov: NCT01777724, UTN: U1111-1137-1053.</br&gt

Defining the molecular role of gp91phox in the immune manifestation of acute allergic asthma using a preclinical murine model

<p>Abstract</p> <p>Objective</p> <p>The phenomena manifested during inflammation require interplay between circulating effector cells, local resident cells, soluble mediators and genetic host factors to establish, develop and maintain itself. Of the molecues involed in the initiation and perpetuation of acute allergic inflammation in asthma, the involvement of effector cells in redox reactions for producing O₂^-(superoxide anion) through the mediation of NADPH oxidase is a critical step. Prior data suggest that reactive oxygen species (ROS) produced by NADPH oxidase homologues in non-phagocytic cells play an important role in the regulation of signal transduction, while macrophages use a membrane-associated NADPH oxidase to generate an array of oxidizing intermediates which inactivate MMPs on or near them.</p> <p>Materials and Methods and Treatment</p> <p>To clarify the role of gp91phox subunit of NADPH oxidase in the development and progression of an acute allergic asthma phenotype, we induced allergen dependent inflammation in a gp91<it>^phox</it>-/- single knockout and a gp91phox-/-MMP-12-/- double knockout mouse models.</p> <p>Results</p> <p>In the knockout mice, both inflammation and airway hyperreactivity were more extensive than in wildtype mice post-OVA. Although OVA-specific IgE in plasma were comparable in wildtype and knockout mice, enhanced inflammatory cell recruitment from circulation and cytokine release in lung and BALf, accompanied by higher airway resistance as well as Penh in response to methacholine, indicate a regulatory role for NADPH oxidase in development of allergic asthma. While T cell mediated functions like Th2 cytokine secretion, and proliferation to OVA were upregulated synchronous with the overall robustness of the asthma phenotype, macrophage upregulation in functions such as proliferation, and mixed lymphocyte reaction indicate a regulatory role for gp91phox and an overall non-involvement or synergistic involvement of MMP12 in the response pathway (comparing data from gp91phox-/- and gp91phox-/-MMP-12-/- mice).</p