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Essay / Research Paper Abstract
There is a great deal of evidence that shows children looked after by the state perform poorly at school, gaining low grades and few qualifications when compared to the general populace. This 12 page paper considers how and why this disparity in academic performance occurs and what can and is being done to improve education for children in care. The paper focuses on the UK. The bibliography cites 11 sources.
Page Count:
12 pages (~225 words per page)
File: TS14_TEcarepr.rtf
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Unformatted sample text from the term paper:
few, if any qualifications. Of those in care only 8% of children left school with five or more GCSEs at grade C or higher in the school year 2001/2
(Social Exclusion Unit, 2003). This remains unchanged form 2000/1 (Community Care, 2003). The national average for five GCSEs at grade C or above is about 50% (Social Exclusion Unit, 2003).
Furthermore, only 53% of looked after children will gain a single GCSE of any grade, or GNVQ (Community Care, 2003). Of those who
go stay in education there are lower levels, only one in a hundred children in care will go onto university compared to one in three of all young people (Social
Exclusion Unit, 2003). The differences are not limited to performance at these higher levels, results from studies of key stage tests taken at ages eleven and fourteen also show a
statically significant difference between the total population and looked-after children (Social Exclusion Unit, 2003, National Literacy Trust, 2003). The evidence is clear, children in care "looked after" by the state
are performing poorly compared to the general population and with this high level of differential is highly unlikely, with the large size of the population in this group, that this
can be explained by way of intellectual differences. Education is only one element of the issues for children in care, but with
the state acting as corporate parents, under 1989 Children Act 1 S22(3)(a) where, once in the care of the state should be fulfilling the role of a responsible parent to
"safeguard and promote his welfare" (Lexis, 2003). This looks at the use of the whole authority and includes the education authority within the meaning of the act. University is
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