Lack of progress in addressing educational inequalities means millions of disadvantaged children start school on the back foot, says research carried out by the IFS as part of the Nuffield Foundation funded Deaton Review of Inequalities.
The latest report reveals that the education system is still failing to bridge the attainment gap between disadvantaged children and their better-off classmates. This issue has been intensified by the COVID-19 pandemic, which seems to have impacted the attainment of primary school children from lower income families twice as much as their peers.
The IFS also found that the existing structure of formal learning leaves children who are struggling at school with limited opportunities for further education, resulting in restricted social mobility and outcomes in life.
