A review of the current evidence about science education in formal education settings

The aim of this project is to undertake an analysis of publicly available data and an updated review examining the relationship between socioeconomic status and participation and attainment in science education (encompassing biology, chemistry and physics. The review aims to:

  • Identify the nature of any links between disadvantage and attainment and participation in science subjects;
  • explore the cause of any attainment or participation gap with the aim of helping the EEF select projects that are likely to address these causes (eg parental expectations or pupil disaffection);
  • identify promising pedagogies, interventions and programmes within schools that are likely to have an impact on the attainment and progression of disadvantaged students in science subjects.

Funder: the Education Endowment Foundation and the Royal Society
Start date: April 2016
End date: September 2017

Final Report – Nunes Et Al 2017 SES And Science Learning In Educational Settings