Inequalities in time spent home learning
在家学习时间的差异性
How much home learning are pupils doing? How does this vary by pupil and family characteristics?
学生们在家里学了多少东西?在学生和家庭特征上会有什么不同呢?
Executive Summary
摘要
Unsurprisingly, our analyses suggest that children are spending far less time on school-work than they would be if they were in school. Of special concern is that they also show marked differences in the time that children are spending on home learning depending on whether they are primary or secondary pupils, eligible for free school meals, boys or girls, the children of graduates, and how financially comfortable their household is. Our results imply that the education of specific groups of pupils is likely to be particularly disrupted by school closures, and that these groups are likely to need additional support to avoid any long-term negative impact of the school closures on their educational outcomes.
不出所料，我们的分析表明，孩子们在家花在功课上的时间比他们在学校里花的时间要少得多。特别令人关注的是，孩子在家学习时花费的时间有明显的差异，取决于他们是小学生还是中学生，是否有资格享受免费学校餐，是男孩还是女孩，是否是高等教育背景父母的孩子，以及家庭经济状况如何。结果表明，特定学生群体的教育可能特别受到学校暂停上课的干扰，这些群体可能需要额外的支持，以避免学校关停对其教育结果产生的长期的负面影响。
These results are based on analyses of responses between 5th May and 30th June to an online survey from 2710 parents of school-aged children in the UK. 1694 parents responded about a child in primary school and 1016 about a child in secondary school. The results are based primarily on parents’ responses to the question “How much time did your child spend on their schoolwork during an average day at home in the last two weeks?”
这些结果是基于对5月5日至6月30日对英国2710名学龄儿童家长的在线调查回复的分析得出的。1694名家长给出了小学学生的情况，1016名家长给出了中学学生的情况。调查结果主要基于家长对“在过去两周内，您的孩子平均每天在家中花多少时间做作业?”的回答。
Results
结果
Overall time spent on home learning for primary and secondary school pupils.
中小学生用于家庭学习的总时间。
47% of primary school pupils spend 1-3 hours a day home learning, with 28% spending just one hour or less.
47%的小学生每天在家学习1-3小时，28%的小学生每天只花1小时或更少的时间学习。
44% of secondary school pupils spend 2-4 hours a day on home learning, with 16% spending one hour or less.
44%的中学生每天在家学习2-4个小时，16%的中学生每天只花1小时或更少的时间。
12% of primary school pupils and 10% of secondary pupils are spending just 30 minutes or less home learning a day.
12%的小学生和10%的中学生每天在家学习的时间仅30分钟或更少。
Inequalities by gender.
性别带来的差异。
31% of boys and 24% of girls at primary school are doing less than an hour a day of home learning. 23% of boys and 28% of girls are doing three hours or more.
小学中31%的男孩和24%的女孩每天在家学习的时间少于1小时。23%的男孩和28%的女孩在家学习3小时或更长时间。
16% of boys and 13% of girls at secondary school are doing one hour or less, and 43% of boys and 50% of girls are doing three hours or more.
在中学，16%的男生和13%的女生学习时间小于等于1小时，43%的男孩和50%的女孩在家学习3小时或更长时间。
Inequalities between key worker and non-key worker parents.
核 心员工和非核 心员工父母带来的差异。
28% of primary school pupils with at least one parent who is a key worker are doing one hour or less of home learning a day, compared to 25% of pupils whose parents are not key workers.
父母中至少有一人是核 心员工的小学生中，28%的人每天在家学习的时间不超过一个小时，相比之下，父母不是核 心员工的小学生中，这一比例为25%。
Primary school pupils with at least one parent who is a key worker are less likely to be doing three hours or more of home learning a day (21%), compared to those whose parents are not key workers (30%).
父母中至少有一人是核 心员工的小学生与父母均不是核 心员工的小学生相比，每天在家学习3小时或更长时间的可能性较小(占比分别为21%与30%)。
These differences are small for secondary school pupils.
对于中学生来说，这种差异很小。
Inequalities by pupils’ eligibility for free school meals.
学生是否有资格享受免费学校餐食带来的差异。
36% of primary school pupils who are eligible for free school meals spend one hour or less a day on home learning, compared to 25% of pupils not eligible.
有资格享受免费校餐的小学生中，36%的人每天在家学习的时间不超过一小时，而不符合条件的小学生中，这一比例为25%。
25% of secondary school pupils who are eligible for free school meals spend one hour or less a day on home learning, compared to just 13.5% of pupils not eligible.
有资格享受免费学校餐的中学生中，有25%的人每天花在家里学习的时间不超过一个小时，而不符合条件的学生中，这一比例仅为13.5%。
These figures suggest that home learning may exacerbate the existing attainment gap between pupils eligible for free school meals and those not eligible, and that the increase in the gap caused by the school closures may be larger in secondary schools than primary schools.
这些数字显示，在家中学习可能会加剧现有的有无资格享用免费校餐的学生之间的成绩差距，而中学中因学校停课而导致的差距加大较小学更严重。
Inequalities by family financial situation.
家庭经济状况带来的差异。
There are inequalities based on parents’ self-reported financial situation, with pupils of parents who are financially comfortable tending to engaging in more home learning than pupils whose parents are financially struggling. However, these results are quite complex and not always linear.
基于父母自我报告的经济状况的不等，父母经济较好的学生比父母经济困难的学生倾向于更多地在家学习。然而，这些结果相当复杂，并不总是线性的。
Inequalities between graduate and non-graduate parents.
研究生和非研究生父母带来的差异。
33% of primary pupils with non-graduate parents are engaging in one hour or less of home learning a day, compared to 21% of pupils with at least one parent who is a graduate. 18% of children of non-graduates are doing three hours or more a day, compared with 29% of children of graduates.
父母为非研究生的小学生中，33%的小学生每天在家学习一小时或更少时间，而至少有一名父母是研究生的小学生中，这一比例为21%。非研究生父母的孩子中，有18%的小学生每天学习三个小时或更长时间，而在父母是研究生的小学生中这一比例为29%。
25% of secondary pupils with non-graduate parents are doing one hour or less of home learning a day, compared to 11.5% for pupils with at least one parent who is a graduate. 36% of children of non-graduates are doing three hours or more a day, compared with 51.5% of children of graduates.
父母为非研究生父母的中学生中，有25%的人每天在家学习一小时或更短时间，而至少有一名父母是研究生的中学生中，这一比例为11.5%。非毕业生的孩子中，有36%的中学生每天学习三个小时或更长时间，而在父母是研究生的中学生中这一比例为51.5%。
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