Add wos sample results library

02-data/intermediate/wos_sample/6b580dcc4f27b301b07e16e59ebf9882-smith-george-and-sm/info.yaml

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+abstract: 'Focusing on data and policies from England, trends in educational
+
+  disadvantage by area are traced from the late 1960s when the first pilot
+
+  projects were established in the UK, to the present. The origins of
+
+  these developments and the subsequent rises and falls of such area-based
+
+  policies in England are reviewed. Specially collected data for the pilot
+
+  areas from the 1960s and national data for England from 2000 are used to
+
+  draw out some striking patterns of changes over the period. Though many
+
+  of the areas remain highly disadvantaged, educational measures at age 16
+
+  and at entry to higher education (HE) indicate some important changes.
+
+  Thus the settled, white working-class pilot area in the 1960s with just
+
+  below average results had fallen back very substantially by 2013,
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+  particularly in entry to HE. By contrast the newly settled Asian
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+  immigrant area in Birmingham where educational performance was
+
+  exceptionally poor in the 1960s had moved above average despite
+
+  remaining highly disadvantaged. Analysis of the national results since
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+  2000 using local area data showed that these trends were widespread
+
+  across England. Disadvantaged `multicultural urban areas'' were doing
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+  markedly better than the disadvantaged white working-class urban areas,
+
+  where in many cases traditional industries had closed. This was
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+  especially marked at entry to HE where multicultural areas had rates
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+  close to the national average of 40\% while white working-class urban
+
+  areas had rates of entry to HE of between 10\% and 15\% of the age group
+
+  and this gap has widened rapidly in recent years. These trends are
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+  likely to be the source of major resentment, with one group finding
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+  itself increasingly excluded from higher level employment opportunities,
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+  and the other failing to find opportunities that match their
+
+  expectations once they leave education.'
+affiliation: 'Smith, T (Corresponding Author), Univ Oxford, Dept Social Policy \&
+  Intervent, Wellington Sq, Oxford OX1 2ER, England.
+
+  Smith, George; Smith, Teresa, Univ Oxford, Oxford OX1 2ER, England.'
+author: Smith, George and Smith, Teresa
+author-email: Teresa.smith@spi.ox.ac.uk
+author_list:
+- family: Smith
+  given: George
+- family: Smith
+  given: Teresa
+da: '2023-09-28'
+doi: 10.1080/03054985.2014.981436
+eissn: 1465-3915
+files: []
+issn: 0305-4985
+journal: OXFORD REVIEW OF EDUCATION
+keywords: 'educational performance; Educational Priority Areas; area deprivation;
+
+  area-based interventions; educational disadvantage; educational policy'
+language: English
+month: NOV 2
+number: 6, SI
+number-of-cited-references: '42'
+pages: 715-738
+papis_id: dc0909a818112894972279b5005ceec5
+ref: Smith2014targetingeducational
+times-cited: '8'
+title: 'Targeting educational disadvantage by area: continuity and change in urban
+  areas in England, 1968-2014'
+type: Article
+unique-id: WOS:000345375200004
+usage-count-last-180-days: '0'
+usage-count-since-2013: '9'
+volume: '40'
+web-of-science-categories: Education \& Educational Research
+year: '2014'