单选题：根据下面资料，回答题 That the gap in attainment between more and less

根据下面资料，回答题
That the gap in attainment between more and less advantaged secondary school pupils in Englandhas widened for the second year in a row is a dismal reflection on Conservative schools policies.Government rhetoric has consistently been about improving the educational experiences and life chancesof poorer pupils. Here is evidence not only of a lack of progress in this direction, but a reversal. At0.4%, the change is small. But the new data provides proof, along with the rise of "off-rolling" and thecrisis in special needs education, that the overall thrust of secondary education policy over the pastdecade has been harmful to many children's interests.
There are several aspects to the programme of changes spearheaded by the former educationsecretary Michael Gove and his then adviser Dominic Cummings. These include the content of the newGCSEs, the method of assessment (mainly exams)and the 1-9 grading system with its confusing thresholds( while 4 is one sort of pass--roughly equivalent to the old C--5 is a "strong pass" ).
Then there is the Ebacc, as ministers named their suite of preferred subjects: science, maths,English, history or geography, and a foreign language. Introduced a decade ago, this combination is stillonly taken by 40% of pupils, and attainment in some subjects is stubbornly low ( the average score inforeign languages is 2.28). Confronted with such figures, it is hard to avoid the conclusion that childrenare being set up to fail. Meanwhile, the curriculum overall has narrowed, as entries in arts subjects havedropped (although last year saw a small improvement)and many schools have stretched GCSE coursesover three years in order to maximise results.
The new Ofsted framework, with its focus on quality of education overall, is meant to counter thistendency. But what makes sense in theory is hard in practice. Already, there have been complaints thatinspectors lack the necessary expertise across all subjects. Previously successful heads caught out by thechanging Criteria have been left devastated.
There is no immediate or obvious solution to this set of problems. Instead, current woes point to theinadequacy of a whole mode of thinking about education, according to which anything that cannot 'beaudited can appear virtually without meaning--a government-led mindset that inevitably filters throughschools and to their pupils. These days, many children are awarded GCSE-equivalent grades from age11. For low achievers, scoring ls and 2s, such marks can only be demoralising.
Of course, this is not all that goes on in classrooms. Teachers are interested in what children indifferent ability groups say and think ; and in helping them to develop their ideas and capacities. The poetKate Clanchy uses Twittei- as a showcase for her pupils' poems. ( She also points out that, under currentarrangements, creativity too often goes unrewarded. )
This needs to change. Limiting children's choices at 14 was never the solution to entrenchededucational inequality, which is closely tied to poverty. Nor was making GCSEs harder and more exam-focused, or Ofsted inspections tougher. On the contrary, these changes, combined with an 8% cut inspending per pupil over the past decade, have had the damaging effect of driving teachers away from theprofession. There is no reason at all why a lighter touch from ministers, and a less rigid expectations,should lead to any diminution of standards in the 2020s. On the contrary, a push towards lifting thespirits of teachers and pupils, while broadening teaching and learning, could reap unexpected rewards.
What can we infer from Paragraph 1.9 A．The government is committed to changing the schooling of poor children.
B．Students' academic performance has nothing to do with their family wealth.
C．Great progress has been achieved under the conservative schools policies.
D．The past educational policies were disadvantageous to the poor children.