Educational performance appears to
be one of the main barriers which
stop people moving out of poverty.
Yet studies indicate that poorer
children are still failing to achieve their
educational potential. How should these
continuing inequalities be addressed?
Policies that focus on early years,
greater ‘school readiness’ and support
for parents are clearly important but
research also points to the multiple
structural problems that prevent poor
children from achieving their potential,
including the pressing need for more
‘good’ schools.