The Education Policy Institute (EPI) Annual Report looks at the state of education in England, with a focus on the attainment gap between disadvantaged pupils and their peers.
EPI’s 2024 Annual Report compares student attainment in examinations sat in 2023 to when examinations took place before the Covid-19 pandemic, in 2019. The report analyses attainment gaps based on economic disadvantage, gender, ethnicity, English as an additional language (EAL), Special educational needs and disabilities (SEND) and geography.
Later this year, EPI will undertake additional research to further our understanding of what is driving the attainment gaps identified in this report, including the role of school absence.
You can access all sections of the 2024 EPI Annual Report, as well as our Executive Summary, using the links below.
- Foreword & executive summary
- Methodology
- Disadvantage
- Gender
- EAL
- SEND
- Ethnicity
- Geographic disadvantage gaps
Below, you can also find links to EPI’s previous reports on the disadvantage gap:
- 2023 EPI Annual Report
- Covid-19 and disadvantage gaps in England 2021
- Covid-19 and Disadvantage gaps in England 2020
- 2020 EPI Annual Report
- 2019 EPI Annual Report
- 2018 EPI Annual Report
- 2016 EPI Annual Report
Acknowledgements
This report has been kindly funded by the Sequoia Trust and Unbound Philanthropy.
