Raising the attainment of EAL pupils (closed)
The EEF, The Bell Foundation and Unbound Philanthropy sought proposals from schools, local authorities, networks, research institutions, universities or other non-profit organisations who are interested in raising the attainment of children classified as having English as an Additional Language (EAL) from economically disadvantaged backgrounds.
This £2m fund builds on previous research from Oxford University, commissioned by the three funders, that looked at the academic achievement of pupils classified as having English as an Additional Language (EAL). The reports found that there is a massive variation in the results achieved by pupils classified as EAL. While some EAL pupils catch-up with their peers by the age of 16, average attainment figures mask a huge range of different outcomes. The report shows that certain factors contribute to low-achievement.
- Belonging to a specific ethnic group. EAL pupils in the ethnic groups of White Other, Black African and Pakistani have markedly lower outcomes than their peers. Speakers of Somali, Lingala and Lithuanian have especially low outcomes at aged 16.
- Arriving in England during a Key Stage. On average, these pupils were 12 months behind their peers.
- Attending a school outside of London.