Since achievement gap is a widely recognised problem, and involves numerous sides, the attempt of the government to reduce the gap was primarily directed on schools. Specifically, governments established fundraising organisation called Pupil Premium which is aimed at identifying schools with the biggest percentage of disadvantaged students (including ethnic minorities and disabled kids) and allocating them more money to tackle underachievement (Laws, 2013). Besides fundraising organisations, there are also organisations established, like The Centre for Excellence and Outcomes in Children and Young People’s Services (C4EO), that manages local, regional and national statistics on academic performance to help coordinate the help (Sharples et al., 2011). Additionally, there are many programmes organised, like Summer Schools Programmes, to help underachievers improve (Laws, 2013). Despite some evident efficiency of such foundations, poor achievement among white British students should be addressed more directly by focusing on the fundamental social-emotional forces and students’ individual experiences of schooling.

Thus, to summarise the problem definition:

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Achievement gap accounts for disparities in measures of academic performance between different groups, like low-income and high-income family students. Having been identified as the most poorly-performing group in the UK, low-SES students were consistently found to be less likely to gain a desirable score in tests and enrol in higher education, as compared to all other groups. Whereas some of the students’ experience underperformance as based on ethnic or gender factors, the main causes of low achievement of children from low-SES come down to factors such as limited resources to afford high-quality education, parents’ engagement into education, schools and teachers preparation to manage disadvantaged kids, but also child’s own perception of his abilities. Thus, the issue of low attainment of white British children involves various parties. Students, teachers, schools, parents and business community –  all have been affected by achievement gap consequences, and so targeting them would play a crucial role in managing disparities in academic performance. Despite governments attempts to reduce the achievement gap, an intervention more specific to the issue of individual motivation associated with child’s perception of the self and academic-related motivations should be proposed, and this essay suggests such an intervention.