London schools: the central role of ethnicity

Simon Burgess:

Urban areas are often associated with poor educational attainment. But London is different. Recent analysis suggests that the attainment and progress of pupils in London is the highest in the country. A leading education policy commentator argues that: “Perhaps the biggest question in education policy over the past few years is why the outcomes for London schools have been improving so much faster than in the rest of the country”. Some have argued that this is the result of policies and practices adopted by London schools. If so, identifying the key policies is a great prize, with the hope that they can be implemented more broadly. Another recent report emphasises more the importance of primary schools.

In this research I have set out the evidence that a big part, almost all in fact, of the answer lies in the ethnic composition of London’s pupils. More broadly, my interpretation of this leads to a focus on pupil aspiration, ambition and engagement. There is nothing inherently different in the educational performance of pupils from different ethnic backgrounds, but the children of relatively recent immigrants typically have greater hopes and expectations of education, and are, on average, more likely to be engaged with their school work. This is not by chance of course; a key part of the London effect is its attraction to migrants and those aspiring to a better life.