Lupton also qualifies it with the fact that the findings on the educational quality in such schools do not take account of the fact that processes, not end performance can be a criterion, that some aspects of education like student welfare actually rate better in such areas; and finally, that both generic and particular government policies addressing the issues in these schools are not sufficient to alleviate the
problems. These policies in fact do not recognise the excessive demands put on the staff, and still believe that specialised training and closer monitoring of the staff will provide an answer to the perceived educational quality problems.
Lupton has done a study of four schools in disadvantaged neighbourhoods in order to establish their context: conducted interviews with the staff and other relevant agencies, and gathered socioeconomic data and related documentation from school records. This is in an effort to establish the context of these schools and the impact of this context on their educational quality levels, in order to draw policy conclusions. ...Show more