social mobility commission

The CEC State of the Nation report

The latest publication from the Careers & Enterprise Company (CEC) continuing their expanding library of research, State of the Nation 2017: Careers and enterprise provision in England’s schools was published earlier this month. Utilizing the “State of the Nation” title also employed by the annual updates from the Social Mobility Commission (and so helping affirm the aims of the CEC with policy makers), this is a publication which shows the Company moving on from earlier releases which audited the CEIAG landscape and onto a new stage of updating on progress made.

The report is based on 578 responses from secondary schools who have completed the online Careers program auditing tool, Compass, and the comparison of this set of data with the data collected for the original Gatsby Good Career guidance report in 2014.

The CEC makes a number of claims from this exercise but the accompanying media coverage focused on the responses which indicate an improvement in school provision since 2014 as more schools report that they are meeting more benchmarks.

There is evidence of improvement since the original Gatsby survey in 2014. Schools in 2016/2017 are achieving an average of half a Benchmark more than they were in 2014/2015 (1.87 versus 1.34). The proportion of schools not achieving any Benchmarks has fallen by one third from 31% to 21%. The proportion of schools achieving half the Benchmarks has more than doubled from 6% to 16%

Which sounds positive but these are figures which should be treated with caution and, like the rest of the report, taken in the round alongside other data. These are the points I found most interesting in the report:

1. This is a small number of schools and a narrow method of evidence collection

As can be seen in the Appendices, the 2014 Gatsby report used multiple sources of evidence to form it’s benchmarks, recommendations and costings. Six overseas visits took place with interviews with practitioners, policy makers and stakeholders in these countries conducted. Visits and interviews with six Independent schools also added to the evidence base as well as reviewing eighteen previous reports on CEIAG provision. Finally an online survey was completed by 361 secondary schools in winter 2014.

gatsby school profiles

The breakdown of the responding schools

As a baseline, 361 schools (from approximately  3329 secondary schools at the time) is a thin slice so it’s positive that 578 have used the Compass tool but this is still small. The 2014 figures included only 9 schools then judged as Requiring Improvement by Ofsted, the 2017 report does not include this figure. In 2017 there are now 3408 secondary schools in England so 578 equates to roughly 17% of secondary schools responding.

2. This is based on self evaluation

Asking any professional if they do a good job isn’t going to get objective responses. Both the 2014 and 2017 reports are clear to point out that questions of validity could arise both from the bias of the overall sample (those taking the time to complete the survey could be more likely to be interested in CEIAG for example) and responses being overly generous to the CEIAG provision on offer in their establishment (via the Overconfidence Effect).

None of this data relates to outcomes. No students are asked by an objective third party on their view of provision, no destination data monitored, no LEO data cross referenced, no employers surveyed. Self evaluation via online questionnaire is an extremely limited (but cheap) method of providing reference points and progress evaluation.

This is typified by the inclusion of one of the case study schools that reported itself to be meeting “seven or eight” of the Gatsby benchmarks. Looking at the most recent KS4 destination data (2015) for that school, you can see that all of the data that a school with a strong CEIAG offer should be achieving well on, the school isn’t:

  • Pupils staying staying in education or employment for at least 2 terms after KS4 is 86%, well below the 94% average for English state funded schools
  • Pupils not staying in education or employment for at least 2 terms after KS4 is 11% well above the 5% national average
  • The percentage of KS4 leavers moving into Apprenticeships is 3%, half the nation average of 6%

It’s important to remember that behind all of those statistics are the actual students who each had their own story, background and challenges to overcome but these are not the statistics to highlight the positive social justice leveling work of CEIAG,

The report references these omissions on page 26 and makes the somewhat valid point that

One limitation of attainment and progression data is that it is backward looking and thus if we look for relationships between the Compass data and outcomes, we are comparing one cohort’s career provision with another cohort’s outcomes

and conclude that the destination data sources mentioned above could be used to correlate with Compass data over a longer period of time. This would enable relationships (if any) between consistent quality CEIAG provision and student outcomes to be found. This is an admirable goal to be supported in future but it isn’t how accountability in education works. Ofsted gradings are held by schools for years after the inspection took place, a young person leaving Year 11 this summer might have attended an “outstanding” school but could be based on a verdict of provision that happened seven years ago. There is always a lag between monitoring of provision and actual provision.

3. Further bad social mobility vibes

Another of the included case studies is also a little tone deaf for an organisation that is keen to show that it playing it’s role in the Government’s social mobility agenda through the Opportunity Area policy. Including Simon Langton Girls Grammar School, a selective entry school whose pupils, including the 5.6% eligible for free school meals, must take the Kent Procedure for Entrance to Secondary Education tests to enrol is at odds with the overall aim of both the document and the CEC.  The CEIAG work at Simon Langton might be exceptional, it certainly features prominently on their website, but this is not helping disadvantaged pupils. Areas with selection at age 11 fail the poorest children and the CEC should steer clear of involving itself in work that perpetuates these outcomes.

4. If the survey responses are to be believed, then Quality Mark Awards are far too generous

The 2017 data survey data reports that schools that hold a Careers Quality Mark (now all joined together in the Quality in Careers Standard) achieve a higher number of Gatbsy benchmarks than those schools without but that this still only reaches an average of 2.63 of the 8 benchmarks for those schools. This is a blow to those who advocate that Quality Marks are a valid indicator of provision quality. The results of a self reported survey, including the biases mentioned above, are reporting that their CEIAG provision does not meet the benchmarks the external monitored Quality Marks claim they do. That there is so little congruence between these results is evidence that Careers Quality Marks assessment and monitoring processes have not been anywhere near stringent or demanding enough and need to improve. As the report says

As the Quality in Careers Standard works towards aligning fully with the Benchmarks we would expect to see schools achieving the Quality in Careers Standard reaching all eight Benchmarks

but this will be a challenge for a service paid for by the schools who have volunteered to be inspected to achieve.

Showing the impact of the type of strategic work the CEC is involved with is always going to be difficult. With so many stakeholders involved in the delivery of provision and so many factors influencing the outcomes for young people, concentrating on the input factors to begin with is sensible but, due to a total reliance on self evaluation, this is also with it’s downsides. Over the forthcoming months I would expect to see the CEC to transition towards utilizing more quantitative data sources on which to base their judgments of progress.

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An example of misguided CEIAG blaming

As someone who likes keeping up to date with CEIAG policy changes and events, I read a lot of articles both in the mainstream and specialist media who give CEIAG a right good thwacking.

If it’s a think piece on the latest terrible social mobility stats, make sure to include a bash of CEIAG in schools.

300 words on the lack of esteem parents hold for vocational courses, make sure to include a swing at school CEIAG.

Are you a business owner baffled by the low number of young people starting apprenticeships, then Careers advice in schools is surely your issue.

Most of these type of articles will include a reference to the (now four years old) Ofsted report “Going in the right direction” on the standards of careers guidance provision in secondary schools to show the research has been done but not many will point to more recent Ofsted publications that say things are improving.

And, the bit that stings, is they usually have a point. An overblown point that fails to acknowledge other deficiencies in the system such as low apprenticeship pay, the poor reputation of vocational qualifications and the fact that demand for apprenticeships vastly outstrips supply but still a point.

This open goal for journalists and freelancers looking to add a few more shares and likes from the education community ready to reconfirm their suspicions that CEIAG is naff can sometimes be missed though.

A recent(ish) article in the Guardian spoiled what was a well researched round-up of the current CEIAG landscape by over reaching on it’s causality to what inspired the article in the first place.

Young people need to be better equipped for the world of work. This is something that schools and government agree on, but there have been frequent criticisms of the careers information they provide.

Last week a report for the Social Mobility Commission found that children from poorer backgrounds face a “class earnings penalty” when they enter the workplace. And a recent Ofsted report found that of 40 schools, just four were providing adequate careers advice to their students.

Which, on the face of it, seems like a fair connection to make, that is, until you read that section of the actual report.

social mobility report3

So let’s be clear on what those findings mean. An employee, despite having the same levels of education and experience doing the same job as a colleague earns over £2000 less a year because they come from a working class background.

The researchers found this pay difference is more pronounced social mobility report4

when they looked at difference aspects of the class divide but the fact that it remains when all of the factors are controlled for is remarkable.

The report goes on to speculate on some of the possible reasons for this finding on the “supply side”

As previous work suggests, the mobile may specialise in less lucrative areas (Cook, Faulconbridge, and Muzio 2012; Ashley 2015), may be more reluctant to ask for pay raises, have less access to networks facilitating work opportunities (Macmillan, Tyler, and Vignoles 2015), or in some cases even exclude themselves from seeking promotion because of anxieties about “fitting in” (Friedman 2015).

and the “demand side”

they are either consciously or unconsciously given fewer rewards in the workplace than those from more advantaged backgrounds. This may manifest as outright discrimination or snobbery (Friedman et al 2016), or it may have to do with more subtle processes of favouritism or ‘culturalmatching’, whereby elite employers misrecognise social and cultural traits rooted in middle class backgrounds as signals of merit and talent (Rivera, 2015; Ashley, 2015).

Which is where the link to CEIAG in schools falls down. While the supply side characteristics are qualities that (to different extents) public sector intervention in the form of CEIAG can contest the demand side factors are beyond our sphere. And it’s those practices which, only through fundamental changes of attitude and practice in the workplace, will progress be made on discrimination against employees from working class backgrounds.

 

 

 

How companies can help with social mobility

Themes rise and fall in education news land. Recently the topic of social mobility has risen to the top of the education news wave leaving stories of shrinking school budgets, degree grade inflation and the lack of support for pupils mental well-being sinking to the bottom.

Ahead of the curve was the Sutton Trust who released a report co-authored with the All Party Parliamentary Group on Social Mobility entitled “The class ceiling: Increasing access to the leading professions” which laid bare (again, after previous work from the Social Mobility Commission) the static nature of social mobility in the UK. We are a nation where the privilege and wealth of your parents directly dictates the privilege and wealth you will enjoy.

Much of the subsequent press follow up concerned itself with the recruitment practices of employers that favour young people from well off backgrounds such as unpaid internships while the report took a bigger picture view of the wider education & employment system.

CEIAG and recent careers policy got lots of attention with a careful eye laid on the progress of the Careers & Enterprise Company

and plenty of stakeholder opinion on the quality of careers advice in schools. Much of the state of careers commentary is echoes of all that has gone before so it was the sections which looked at what steps business could take to change the situation which I found interesting.

  1. The use of Contextualized recruitment by firms such as Deloitte places an applicant’s academic achievement in the context of the institution and wider community in which they achieved this.
  2. The move away from traditional academic routes into the professions and toward new, work based schemes even in professional areas such as Law. CILex the example given.
  3. Open competition for young people to apply to work experience placements so not to insulate benefits seen by friends and families of employees. I’ve linked on this blog before on the general lack of work experience opportunities offered by business.
  4. To be involved in Mentoring programmes, which will give much power to the Careers & Enterprise Company’s new scheme.
  5. Local targeting of deprived areas and schools with the work of the companies on the Government’s Social Mobility Compact (no, I’d never heard of it either) praised for their work with (mostly) London schools
  6. Unconscious bias training to aid impartiality in recruitment although the example of practice given in the report is from the Civil Service so, as it’s not private sector, I don’t really think it should count here.
  7. The collection and publication of data on the socio-economic backgrounds of employees with the data collected by the Solicitors Regulation Authority given as an example.

These are all praiseworthy and socially responsible efforts by the private sector to, in small ways, stick an oar of movement into the static pool of social mobility in the UK.

Reading this report coincided for me in the same week as seeing a presentation on an EY summer work experience summer scheme called “Smart Futures.” A paid work experience scheme for Year 12 students, this is a fantastic opportunity that would excite many young people. EY though, are aiming the programme at pupils who have been

Eligible for free school meals at some point in the past six years

which is an altruistic and well intentioned clause but, as many of the other schemes and ideas mentioned above also do, it fails to take into account a hard reality of the educational progress and attainment of disadvantaged students by the time they reach this age.

In 15/16 43% of disadvantaged pupils gained A-C’s in GCSE English & Maths compared to 70% of all other pupils while 37% of disadvantaged pupils achieved 5 A-C’s compared to 65% of all other pupils.

At Key Stage 2, 39% of disadvantaged pupils reach the expected standard in reading, writing and maths while 60% of other pupils do.

In fact, disadvantaged pupils are already 8 months of learning behind their peers when they start school.

To tackle this, companies that truly wish to make an impact on social mobility should step away from their own comfort zones and deal with very young people and families in settings perhaps they have not so far ventured into. The Smart Futures programme is delivered through EY’s charitable arm The EY Foundation. It would require strong leadership but, ultimately, a bigger structural impact on their investment would be found from, for example, offering small scale, localised provisions to fill the gaps that the closures to large numbers of Sure Start and children’s centres is leaving.