In Ruth Lupton’s article, “Schools in Disadvantaged Areas: Low Attainment and a Contextualized Policy Response,” he announces that, “A fresh body of work has emerged in the late 1990’s, again indicating that concentrated poverty has an impact on what schools do, as well as directly on what pupils achieve. These studies have highlighted three main issues, resources including staff relationships; and the impact of both resources and relationships on school practice, on curriculum coverage, classroom practice, teachers’ activities and time allocation, and organization and management” (Lupton
In Ruth Lupton’s article, “Schools in Disadvantaged Areas: Low Attainment and a Contextualized Policy Response,” he announces that, “A fresh body of work has emerged in the late 1990’s, again indicating that concentrated poverty has an impact on what schools do, as well as directly on what pupils achieve. These studies have highlighted three main issues, resources including staff relationships; and the impact of both resources and relationships on school practice, on curriculum coverage, classroom practice, teachers’ activities and time allocation, and organization and management” (Lupton