Background to the Research
- NI has operated a selective system of secondary and grammar schools
since 1947. Between 1976 and 1979 the Labour government attempted
to move NI away from the selective arrangements, but
this was halted by the Conservative government elected in 1979. Following
the election of the Labour government in 1997, discussion on this
topic led the then Education Minister, Tony Worthington, to decide
that any proposals for change should be based on an informed discussion
and debate. To this end, two research projects were commissioned.
The first involved an evaluation of the delayed selection system used
in the Craigavon area and was published by DENI in 1998. The second,
comprised an examination of the effects of the selective system of
secondary and grammar schools.
Research
Approach
- The
research was organised around two main elements. The first comprised
a consideration of systematic change in schools in NI
over the last ten years, both as a consequence of the selective system
and the introduction of open enrolment following the 1989 Education
Reform Order. The second comprised a detailed consideration of the
impact of selection across a number of more specific domains including:
post-primary schools; pupil motivation and attitudes; teachers; primary
schools; coaching and Test preparation; and, public attitudes and
perceptions of education.
- Data
collected and analysed for the study included:
- Interviews
with teachers and pupils in secondary and grammar schools drawn
from across NI.
- An
examination of the inter-relationship between secondary and grammar
schools within one area of NI, and comparison with
schools in a similar area in Scotland.
- Interviews,
observations and pupil data on teaching and learning in primary
schools.
- Postal
questionnaires on preparation for the Transfer Tests sent to every
primary school in NI.
- Postal
questionnaires to a sample of parents drawn from across NI.
- Focus
groups interviews with groups of parents, young people, employers,
and training and third level education providers.
- Analysis
of statistical data held by education departments in NI, London and Scotland.
- Reviews
of research and policy on the organisation of schools in other
European and OECD countries.
Main
Findings
Impact
on primary schools
- Preparation
for the Transfer Test has a backwash effect on the Key Stage 2 curriculum,
resulting in a narrowing on the curriculum as attention is focused
in Test preparation and memorisation of information. In consequence,
pupils are not receiving the broad and balanced experience envisaged
by the statutory curriculum. In addition, Test preparation encourages
teachers to adopt a teaching and learning style which is not to the
benefit of all pupils.
- Practically
all primary schools prepare pupils for the Transfer Tests and most
begin in Year 6. Out-of-school coaching is widespread and parents
who can afford it pay up to £15 per hour for this support. The
main reason is to enhance their child's chance of achieving a higher
grade. Primary school principals do not think that out-of-school coaching
provides educational benefit.
- In
recent years the parents of a third of pupils opt their children out
of the Tests. The main reason is a belief that their child will not
achieve a grade that will gain entry to a grammar school. Many parents
say that the decision to opt-out is informed by advice from their
child's teacher. However there is a significant minority of primary
schools where few pupils opt out of the Transfer Tests, yet a high
proportion of pupils receives a grade D.
Impact
on post-primary schools
- The
most important factor governing entry to grammar schools is the achievement
of a high Transfer Test grade. However, due to the link between the
Transfer Test performance and social background, the intake to grammar
schools is predominantly comprised of pupils from non-mannual backgrounds
while the intake of secondary schools is largely comprised of pupils
from manual backgrounds.
- Since
1990 the proportion of pupils who enter grammar schools had increased.
This was caused by the impact of open enrolment in combination with
demographic trends, and the opening of two new Catholic grammar schools
in the 1990's. The secondary schools that are still over-subscribed
say that the ability profile of their intake has changed. Secondary
teachers believed that open enrolment had created instability in the
size and quality of their intakes and increased the challenge they
face.
- Teachers
in secondary schools say that many pupils arrive with a sense of failure.
In consequence the schools set a high priority on providing a supportive
environment and work to enhance the self-esteem and self-confidence
of their pupils. By contrast, grammar school teachers say that their
pupils arrive with a sense of success and most pupils can be motivated
to work towards the high academic standards expected in their schools.
- Interviews
with post-primary teachers indicate that there is a limited curriculum
continuity between Key Stage 2 and Key Stage 3. This is attributed
to the impact of the Transfer Test preparation on Key Stage 2.
- Despite
the increased proportion of pupils going to grammar schools, there
is limited evidence that the schools have altered their curriculum
or ethos to take account of this change. There is more evidence of
innovation and change in secondary schools. In particular, a minority
of secondary schools have developed innovative whole-school measures
geared towards enhancing academic standards.
- In
grammar schools, performance of pupils at 16 years is closely linked
to the academic quality of the schools' intake. In secondary schools
performance at 16 years is more closely linked with, although not
wholly explained by, social disadvantage. Across all school types
girls achieve higher attainment than boys.
- Overall,
grammar schools show particular high levels of academic achievement.
However, the corollary of this is that there is a long tail of low-achieving
secondary schools. This may be an inevitable consequence of a selective
system.
- In
non-selective systems the average enrolment of schools is higher than
is the case in NI. An analysis of enrolment numbers
against school places suggests that the current total of 238 grammar
and secondary schools be reduced to 178 in a non-selective system.
An expansion of integrated education and/or co-educational schools
would allow this number to be reduced still further.
The
impact on teachers
- In
part due to parental pressure for 'good' results, primary teachers
say that the final years of primary school are organised around the
demands of the Transfer Tests. Pupils are often categorised on the
basis of their likely Test performance. Teachers often have low or
modest expectations of pupils who are not entered into for the Tests
and there is some suggestion that less attention is devoted to their
education needs.
- Teachers
say that they have faced considerable pressure from the wave of reforms
and initiatives over the past decade. Secondary teachers sat that
this is exacerbated by the lower status accorded to their schools,
the instability in their intakes and the diverse needs of their pupils.
- Furthermore,
secondary school teachers feel that, despite the diversity of their
pupils, their schools are judged on their academic performance. By
contrast grammar school teachers say they primarily focus on achieving
high academic standards. While some expressed sympathy for the task
facing secondary teachers and concern about the unfairness of the
Transfer Tests, others were more concerned whether they could cope
if there was a move towards non-selective arrangements.
The
impact on pupils
- The
most important factor for a pupil in achieving a high GCSE score is
gaining a place in a grammar school. All other things being equal,
being in a grammar school will add almost 16 GCSE points, equivalent
to three GCSEs at grade C, to a pupil's attainment at 16 years.
- After
taking GCSEs, grammar pupils are most likely to return to school to
take A Levels and work towards higher education. Secondary pupils
follow a much wider range of routes, the most common of which is to
enter further education.
- There
are few differences between the attitudes to school of grammar and
secondary pupils. Also, there are few differences between pupils in
NI and pupils in Scotland on these attitudinal measures.
Overall pupils vies their own school in positive terms and focus on
it rather than comparing it with others.
- Interviews
with Year 8 and Year 12 pupils showed that they were aware of the
differences between the school types. Often the differences indicated
an awareness of the higher public esteem and status in which grammar
schools are held. Many pupils lose contact with primary school friends
who take a different route through post-primary education. However
it was only among the secondary pupils that there was any sense of
resentment that former friends at grammar schools now saw themselves
as somehow or other better than them.
Society
- People's
views on selection and the education system more generally appear
to be related to their own experience. Those who passed the Transfer
Test or who went to grammar schools tend to hold more positive views
of the current system than those who either 'failed' the Tests or
went to secondary schools. Despite this, most people have positive
memories of their post-primary school.
- The
high academic standards achieved by grammar schools are held in high
regard throughout society. However, many people also worry about the
potential unfairness of the system as a whole and, more particularly,
the level of low achievement that exists. Employers and others are
adamant that their views of individuals are not affected by an individual's
Transfer status. They say they are more interested in subsequent achievements
and qualifications.
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