Throughout the twentieth century, there have been many changes made to the structure of the education system. These include the 1944 Education act which made secondary education compulsory and introduced the tri-partite system of school, though the move to a comprehensive system of schools in the 1960?é??s, to the introduction of the National Curriculum in 1988. While official statistics have shown that all these measures have served to increase the overall levels of educational attainment as defined by attainment of qualifications, both official and sociological evidence indicated that class-based inequalities in educational attainment have shown no tendency to decline. ...
works to artificially disadvantage those in the lower ability streams, disadvantaging those from working class backgrounds.

It is worth pointing out, however, that none of these studies examined why teachers labelled working class students in this manner. It may be argued that this labelling is a result of family-influenced factors, such as dress, appearance and manner.

Similarly, Bernstein?é??s theory of language codes, although regarded as a structuralist explanation of education failure, owes much to primary socialization within the family. It may therefore be argued that family factors are the root cause of other explanation of failure.