Why do so few low‐ and middle‐income children attend a grammar school? New evidence from the Millennium Cohort Study

Jerrim, John; Sims, Sam

doi:10.1002/berj.3502

Cited by 14 publications

(18 citation statements)

References 22 publications

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“…It is argued here that within academically selective systems, symbolic status is accorded to schools at a system level, with school admissions practices contributing to the accordance and perpetuation of those symbolic representations (Lubienski, 2006). The relationship between socio‐economic status and access to grammar school places is well established in the research literature (Connolly et al , 2013; Allen et al , 2017; Leitch et al , 2017; Jerrim & Sims, 2019). In Northern Ireland, the pupil populations of different schools show variation in the proportion of FSME children, however, the most significant differences are between the grammar and non‐grammar sectors (Perry, 2016a): indicating that academic selection represents a structural challenge to equity (Shewbridge et al , 2014, p. 20), with selection procedures criticised for acting as a proxy for social sorting (Wilson, 2016, p. 117).…”

Section: School Choicementioning

confidence: 99%

“…McKeown (2006) conceptualises school competition as taking place in two main ways: competition between schools of differing religious character within a horizontal market; and grammar and nongrammar schools competing within a vertical market. The potential for the intersection of different types of school competition to magnify inequities in access to grammar school places has been highlighted by recent evidence drawing on Millennium Cohort data for Northern Ireland (Jerrim & Sims, 2019). Such inequities have children's rights implications, both in terms of the non-discrimination principle (Article 2) and in the mandate placed on state parties to assure that the right to education is provided on a basis of 'equal opportunity' (Article 28.1), framed by Toma sevski (2001) as requiring the 'identification and elimination of discriminatory denials of access' (p. 12).…”

Section: School Choicementioning

confidence: 99%

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Children’s education rights at the transition to secondary education: School choice in Northern Ireland

Henderson

2020

British Educational Res J

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The principles of school choice and diverse provision underpin transition to secondary education in a majority of countries. This article focuses on the potential for structural diversity to constrain rather than promote choice. Although intended to improve equity in access and quality of provision, choice-based systems serve to homogenise school intakes and magnify attainment differences between schools. School choice decisions become high-stakes in such contexts, because eventual school placements influence the future character of children's schooling. In Northern Ireland, existing community divisions are reflected in the available school types, with a majority of places at either Catholic or de facto Protestant schools, and only a small number at Integrated schools. This results in high levels of homogenisation along community lines. In addition, the provision of separate grammar and non-grammar schools means that intakes are also academically stratified, resulting in the extreme between-school attainment differences characteristic of systems arranged in this way. Drawing on documentary evidence and a survey of transition-age children, this research discusses how school choice within structurally complex systems can be constrained. The main focus is on how children's education rights, as set down in the United Nations Convention on the Rights of the Child, are placed at risk by the interaction of system-level divisions. It concludes that school choice arrangements in Northern Ireland do not operate in compliance with children's education rights when tested against each of the requirements set out in Tomasevski's 4-As scheme, namely that education provision must be available, accessible, acceptable and adaptable.

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Section: School Choicementioning

confidence: 99%

Section: School Choicementioning

confidence: 99%

Children’s education rights at the transition to secondary education: School choice in Northern Ireland

Henderson

2020

British Educational Res J

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“…In what follows, we describe three channels − parents, teachers, and tutors − through which shadow education can either add to or substitute for the functions of home and school. Parents, as navigators between the different institutions in students' academic lives, have been found to influence schooling in various ways (Jerrim & Sims, 2019;Matsuoka, 2019). Parents with higher levels of schooling are, by comparison with their less-educated counterparts, more likely to be able to discuss education with their child and monitor their educational progress (Park, Byun, & Kim, 2011).…”

Section: Shadow Education Adding To or Substituting For Home And Schoolmentioning

confidence: 99%

A Place Between School and Home: Exploring the Place of Shadow Education in Students’ Academic Lives in the Netherlands

Jansen¹,

Elffers²,

Volman³

2020

Orbis Scholae

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Worldwide, the use of private supplementary tutoring, commonly referred to as shadow education, has become increasingly prevalent since the turn of the millennium. Recently, participation rates in the Netherlands have substantially increased. This paper aims to explore the place of shadow education in students' academic lives by studying the goals and experienced benefits that students identify. Data were collected through 37 semi-structured interviews with tutored students in secondary education in the Netherlands. Our findings indicate that students conceived of shadow education as a skill-building institution to which they turned to for self-study, to receive career support, and to boost their performance. Students' reflections reveal that shadow education builds upon and extends, but does not replace, learning activities at home and school. Based on our findings, we discuss how shadow education can function as a "third place" between school and home, occupying an increasingly prominent position in students' academic lives.

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“…This approach was chosen to ensure that the findings would be useful for stakeholders in NI. Moreover, there is a high correlation between FSM status and grammar school attendance in NI (Jerrim & Sims, 2019), with children eligible for FSM far more likely to attend non‐grammars—and so it was felt that it was appropriate to use school type instead of FSM in NI. The number of schools achieved in each category in NI was one grammar (13 pupils) and five non‐grammars (52 pupils) for the focus groups, as well as six grammar (379 pupils) and eight non‐grammars (320 pupils) for the survey.…”

Section: The Researchmentioning

confidence: 99%

Tiering in the GCSE: A children’s rights perspective

Barrance

2020

British Educational Res J

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This article presents findings on students' views and experiences of tiering in Northern Ireland and Wales from a children's rights perspective. It considers the extent to which tiering fulfils the rights to education, best interests, non-discrimination, and participation under the Convention on the Rights of the Child. It emphasises that while the majority of students were supportive of tiering, their responses highlighted a range of negative effects of tiering on students taking foundation tier. Students described the impact of being placed in the foundation tier on their self-esteem and relationship with their peers, indicating that being allocated to foundation tier can have a labelling effect. Students who were taking foundation papers, or a mixture of foundation and higher-tier papers, were more likely than those taking higher-tier papers to report that they wanted to change tier and to raise issues overall regarding tiering. Furthermore, students who were faced with these difficult choices often had a poor understanding of several aspects of tiers. The article argues that alternative forms of differentiation should be considered, and presents students' perspectives on some of these. It argues that we must ensure that young people have a good understanding of tiering and that their views and experiences of tiering are taken into account when considering further reforms to GCSEs.

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Why do so few low‐ and middle‐income children attend a grammar school? New evidence from the Millennium Cohort Study

Cited by 14 publications

References 22 publications

Children’s education rights at the transition to secondary education: School choice in Northern Ireland

Children’s education rights at the transition to secondary education: School choice in Northern Ireland

A Place Between School and Home: Exploring the Place of Shadow Education in Students’ Academic Lives in the Netherlands

Tiering in the GCSE: A children’s rights perspective

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