Education in deprived areas : outcomes, inputs and processes

What processes contribute to the disadvantaging of schools in deprived areas?

Is there a geography of attainment? Are schools in deprived areas less effective than those in non-deprived areas?

Although it is often assumed that there is a close connection between social disadvantage and low educational achievement, the patterns and processes of this connection are frequently unclear.

Education in Deprived Areas is based on a research review undertaken for the Social Exclusion Unit.

It examines recent research in order to unravel the complex relationship between inputs, processes and educational outcomes and explores the implications of these findings for area-based initiatives, such as Education Action Zones and Excellence in Cities.