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• Education Committee report states that the Ebacc does not improve the prospects of low-income pupils • Schools minister Nick Gibb stands by coalition plan despite calls to rethink One of the coalition’s flagship education reforms, the English Baccalaureate, has major flaws and there is no evidence that it improves the prospects of disadvantaged pupils, a powerful cross-party committee of MPs has warned. The English Baccalaureate, or Ebacc, which was introduced into league tables in January, measures the percentage of pupils who have obtained GCSE passes in traditional academic subjects. To achieve the Ebacc, a pupil must score an A* to C grade in English, maths, at least two sciences, history or geography and a modern or classical language. Ministers decided on the measurement partly out of concern that schools in low-income neighbourhoods were not encouraging their pupils to take traditional subjects, thus preventing them from obtaining places at top universities. In May, schools minister Nick Gibb told MPs that the Ebacc was a “key component” in the “overall objective of closing the attainment gap between wealthier and poorer children”. But an Education Committee inquiry into the Ebacc found no evidence that the flagship reform will improve the life chances of low-income pupils. The inquiry – which gathered evidence from more than 360 teachers, academics and educationalists – calls on ministers to rethink the Ebacc programme. “The committee fully supports the government’s stated intention to improve the attainment of the poorest young people,” the MPs argue. “However, the evidence is unclear as to whether entering more disadvantaged students for Ebacc subjects would necessarily make a significant contribution to this aim.” Japan and Singapore, whose education systems are lauded, have models that are similar to the Ebacc. But so does Germany, and its education system performs below the OECD average on some indicators, the MPs stated. The report adds: “The evidence which we received does not suggest a link … between the prescribed study of certain academic subjects and improved attainment and prospects for poorer students.” The commitee calls for ministers to state how they will monitor the performance of children who receive free school meals in relation to the Ebacc. The MPs warn that the reform could lead to teachers devoting more time to pupils who are most likely to achieve the Ebacc, which will “have a negative impact on the most vulnerable or disadvantaged young people”.The MPs said the importance of school league tables is such that headteachers are likely to direct teachers to focus their attention on so-called borderline pupils, who may narrowly miss out on the Ebacc, rather than on brighter pupils or those struggling at the bottom. The government should focus on each pupil’s progress rather than whether they pass the Ebacc, the report argues. Conservative MP Graham Stuart, the committee’s chair, said the Ebacc had generated a “mainly negative response” from teachers and academics. The report warns that the suggested subjects for study in order to obtain the Ebacc are “fairly narrow” and likely to deter pupils from taking art, music and other excluded subjects.”Academic subjects are not the only path to a successful future, and all young people, regardless of background, must continue to have opportunities to study the subjects in which they are likely to be most successful, and which pupils, parents and schools think will serve them best,” Stuart said. He went on to state that: “Our inquiry has uncovered significant issues with the Ebacc’s current composition, and there are certain subjects and qualifications where we are not clear on the rationale behind their exclusion. A focus on a fairly narrow range of subjects, demanding considerable curriculum time, is likely to have negative consequences on the uptake of other subjects.”The MPs argue that ministers were too hasty to introduce the Ebacc, and teachers were outraged when ministers told schools that January league tables for last summer’s exam results would include the measurement. Their pupils had taken their exams before the Ebacc introduction had been announced. Gibb said all children had the right to a broad and balanced education that included English, maths, science, a language and a humanity. “These academic subjects reflect the knowledge and skills young people need to progress to further study or rewarding employment,” he said. “It cannot be right that children from the poorest backgrounds are significantly less likely to have the opportunity to take GCSEs in these subjects than children from more advantaged areas. Closing the attainment gap between children from wealthier and poorer backgrounds is a key objective of the government and the Ebacc measure plays an important part in helping to deliver that objective.”According to the latest league tables, just over 4% of pupils on free school meals – a key indicator of poverty – achieved the Ebacc, compared with 17% of pupils who were not. Schools Secondary schools Vocational education Education policy Jessica Shepherd guardian.co.uk