Abstract
Underachievement amongst the lowest social classes, and, in particular, amongst what has now become recognised as the underclass, is one of the education system's most enduring problems. It was highlighted over thirty years ago by the Plowden Report (CACE, 1967), whose recommendations for raising standards in the primary sector in socially disadvantaged areas were incorporated into the implementation of what was initially known as the Educational Priority Area (EPA), and later renamed the Social Priority Area (SPA), initiative.
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