The Grammar School Debate - Essay Example

THE GRAMMAR SCHOOL DEBATE Name Institution Professor Course Date The Grammar School Debate Introduction It proves to be difficult to be involved in the education debate without encountering passionate campaigners arguing against or for the grammar schools in the context of the United Kingdom. In this research essay, the focus will be on presentation of an argument against the grammar schools. This is through evaluation of the implications of the grammar schools on the performance, as well as social mobility. In the course of addressing this objective, the research essay will focus on contextualising the debate, before integration of the main discussion concerning the major points or arguments against the grammar schools. Finally, the essay will incorporate a conclusive paragraph, which will review the major arguments in the grammar schools concerning the case of the United States. Contextualisation Education is one of the critical issues about the growth and development of the economy and society concerning the case of the United States. From the conservatives’ perspectives, grammar schools tend to be unfair to the poorer families, thus potentiality of the system to limit the essence of social mobility (de Waal, 2015). On the other hand, proponents of this educational policy believe that the educational system or policy is valuable bridging the gap between the rich and the poor in the educational system. These aspects have been essential in the course of creating the debate on the influence and implications of the grammar schools regarding the case of the United Kingdom. Grammar schools refer to the state schools or learning institutions, which focus on selecting their pupils in agreement with the academic ability. In this context, pupils in their final year of primary school sit the “11-plus” examination, which plays a critical role in determining their whether they are capable of getting a place in such schools. It is vital to note that there is no central 11-plus examination, thus the tendency of the papers to undergo local setting. The grammar schools undergo funding just like other maintained schools. The central government tends to allocate funds in accordance with the number of the pupils to the local authorities (Jesson, 2008). Besides, the local authorities adopt and integrate a local funding approach or mechanism, which determines how much each learning institution or school receives from this allocation. There are 164 grammar schools in the context of England. There tends to be a renewed controversy concerning the grammar schools. According to the critics of this system, integration of the grammar schools has been essential in the course of enabling the middle classes to ‘hijack’ the system. From this perspective, most parents have their children undergo private and intensive coaching for the 11-plus examination from an age of eight or younger. Furthermore, there is substantive evidence, which indicates that some parents tend to put their children into the private schools with the objective of increasing their chances of performing effectively and exemplary in the 11-plus examination. The grammar schools’ system has been essential in raising the bar so high, which makes it a mechanism, which disadvantages children from less affluent or ambitious homes (Brady, 2015). According to the research practitioners and professionals, children from the poor homes, who get in the grammar schools, have the ability and potentiality to flourish in such institution. Nevertheless, it is essential to note that relatively few pupils from the poor homes get in the grammar schools. Besides, there are also increasing concerns for the late developers. In this context, opponents of the system say that grammar schools have the tendency to ‘write off’ children who do not get a grammar school place at a very tender age, thus the opportunity to brand the majority as failures for not managing to pass the 11-plus examination (Boliver, 2011). Discussion Firstly, in spite of educating only 4 percent of the secondary school population, the grammar schools remain highly controversial about the objective of education, which is equality. The selective ethos of the system makes the grammar schools repugnant to the contemporary and future educational egalitarians who perceive that equality of opportunity requires all children to have the same standard of education (Hughes, Trudgill, & Watt, 2013). This argument relates to the fact that selection tests for the grammar schools are never fair or adequate. Grammar schools in the contemporary, as well as traditional societies have focused on the integration of diverse tests for selecting the applications at 11-plus examination. Some of these tests are suitable for the task than other. Nevertheless, it is arguable to note that even the best will never be adequate or fair following demands and expectations of the educational sector. According to the evidence from the Northern Ireland, in practice the tests that have been applicable fall some way short of the ideal regarding the psychometric aspects or facets (Boronski, 2015). All the tests tend to be unreliable to a certain extent. From this perspective, an individual’s score proves to be partly a matter of chance, which implies that, the decision to offer a grammar school place or not is something of a lottery. In the course of determining the adequacy of the selection test, it is valuable to integrate the concept of predictive validity. For instance, if a test at age 11 could accurately predict academic achievement at age 16, then it is possible to argue that such a test would be a good way of discriminating between the children at age 11. It is also critical to note that all tests contain bias. The objective might be to select on ‘ability’, but issues such as home background, culture, personality, and gender will have massive implications on the outcome of the tests (Holmes, 2013). This relates to the conceptualisation and implementation of the construct of the ability about the tests of the grammar schools. Even if the tests were completely unbiased, the tendency of an individual to have a choice to come forward to take the test is a form of bias. Individuals, perhaps, from the lower socio-economic status backgrounds or ethnic minorities, might be less inclined towards applying to the grammar school. For instance, in the case of Buckinghamshire, children might be ‘opted out’ of the 11-plus test by their parents, but more generally children are ‘opted in’ with the objective of taking the 11-plus by parents having taken the decision to engage in applying to a grammar school (Cashmore, 2013). Secondly, the grammar schools’ system proves to integrate the concept of ability, which is more multi-dimensional, as well as fluid. From this perspective, it is ideal to reject the concept of grammar schools because of the difficulties in the course of understanding the essence of ‘ability’ (Steward, 2015). The entire principle of the selection of this system tends to depend on the claim that a single score on a test can capture diverse abilities towards prediction of the whole spectrum of the future academic achievement. It is essential to note that this can never be strictly true. In this argument, it is vital to focus on more with the kinds of the tests, which are applicable rather than the selection principle (Ball, 2008). In addition, it is valuable to demonstrate the fact that the concept of ability tends to change over time. This comes out as the nurture side of the essence of nature. According to the nurture argument, the ability has the tendency to grow at diverse rates at different stages, which depend on the diverse personalities or individuals (Richards & Rodgers, 2014). These concepts tend to have negative implications on the failure of the pupils who fail in attempts to gain a chance to go the grammar schools with reference to the case of the United Kingdom. According to this argument, it is valuable to note the testing process might generate negative effects on the children who take a selection test but fail to secure a change in the grammar schools (Benn, 2012). The outcome would be the experience of rejection, which is damaging to the students or pupils at a very tender age of 11. The harm might also cause negative implications for the self-esteem, motivation, and confidence to achieve in life. Rejected pupils have the tendency of perceiving their personalities as failures and worthless from an intrinsic perspective in comparison to their counterparts who secure positions or chances in the grammar schools (Bailey, 2010). Grammar schools’ system is also vital in the generation of adverse implications for the primary school curriculum. In case the selection test carries high stakes, it might come out as inevitable in a selective system that primary schools will need to prepare their pupils for the test to offer them the best chance of passing (Chitty, 2009). One of the most effective approaches towards preparing pupils for the test would be to offer the best chance of passing to such pupils. In most cases, endless practicing of 11-plus tests might be effective towards improving Y6 pupils’ chances of securing positions into the grammar schools in the United Kingdom. Nevertheless, it is not ideal to describe this approach as a rich and interesting for the realization of the goals and targets of the primary school curriculum in the United Kingdom, thus massive reduction of the potentiality of such institutions to achieve their goals and targets. This argument also relates to the concept of social mobility (Butler & Hamnett, 2012). It is valuable to note that the grammar schools prove to be socially divisive. Irrespective of the effects on achievement, the way that selective systems separate children from those of diverse social classes into different schools might be a negative aspect of the educational system. It is morally and ethically wrong to categorize children at age 11. Integration of the system or grammar schools is vital in the creation of two tiers within the educational and societal system. In the first instance, the issue will create failures and successful entities in relation to their performance in the selection test. In addition, the system creates the concepts of comprehensive and grammar schools. On the other hand, there are students who fail to pass or secure positions like their counterparts who secure positions in the grammar schools. The societal positions and conditions of such students might not be equal because of their engagement in the selection process, thus the need to limit integration or incorporation of the system to the case of the United Kingdom’s educational system (Porter & Simmons, 2014). Similarly, grammar schools have the tendency to neglect the needs and demands of the poorer society members. This is because of advocating for the interests or needs of the middle and upper class families with the ability and potentiality to play massive aspects of the system. From this perspective, this is an illustration of discriminatory approach in the educational system, which fails to meet the needs and expectations of the entire society members with reference to the case of the United Kingdom (Playfair, 2015). Grammar schools have the tendency of widening the gap between the haves and have-nots within the society. From this illustration, it is valuable to note that this educational system keeps the disadvantaged society members to where they are, thus servants to those who have made the system. Furthermore, poorer, but talented pupils get lost and probably go in for other careers. The objective of the system should be for identifying such talents early for better education rather than letting such talents go to waste (Green, Machin, Murphy, & Zhu, 2012). The educational system is also adverse through creation or aggravation of the gap between the rich and the poor within the society members in the case of the United Kingdom. Categorically, it is valuable to limit the issue of grammar schools with the objective of enhancing effectiveness and efficiency in the educational system in accordance with the demands and expectations of the society members. Conclusion Grammar schools refer to the state schools or learning institutions, which focus on selecting their pupils in accordance with the academic ability. From this discussion, it is vital to note that integration of the grammar schools has been essential in the course of enabling the middle classes to ‘hijack’ the system. From this perspective, most parents have their children undergo private and intensive coaching for the 11-plus examination from an age of eight or younger. The grammar schools’ system has been essential in raising the bar so high, which makes it a mechanism, which disadvantages children from less affluent or ambitious homes. List of References Bailey, R. (Ed.). (2010). The Philosophy of Education: An introduction. London: Bloomsbury Academic. Ball, S. (2008) The Education Debate. Bristol: The Policy Press. Benn, M. (2012). School Wars: The battle for Britain’s Education. London: Verso.  Boliver, V., & Swift, A. (2011). Comprehensive Schools and Social Mobility. Renewal: A Journal of Social Democracy, 19(2), 32-36. Boronski, T, Hassan, N, (2015). Sociology of Education; Chapter 5; Differential educational attainment and the debate about intelligence, of. London: Sage. Brady, G. (2015). The Twenty-First Century Case for Selection. In A. de Waal (Ed.), The Ins and Outs of Selective Education: A Debate (pp. 49-74). London: Civitas. Butler, T., & Hamnett, C. (2012). Praying for success? Faith schools and school choice in East London. Geoforum, 43(6), 1242-1253. Cashmore, E. (2013). United Kingdom?(Routledge Revivals): Class, Race and Gender Since the War. Routledge. Chitty, C. (2009) Education Policy in Britain (second edition). Basingstoke, Palgrave. de Waal, A. (2015). Introduction. In A. de Waal (Ed.), The Ins and Outs of Selective Education: A Debate (pp. 1-8). London: Civitas. Green, F., Machin, S., Murphy, R., & Zhu, Y. (2012). The changing economic advantage from private schools. Economica, 79(316), 658-679. Holmes, B. (2013). Educational Policy and the Mission Schools: case studies from the British Empire. Routledge. Hughes, A., Trudgill, P., & Watt, D. (2013). English accents and dialects: an introduction to social and regional varieties of English in the British Isles. Routledge. Jesson, D. (2008). Grammar Schools in the 21st Century and ‘Social Mobility’. Research Intelligence: British Educational Research Association Newsletter, November (105), 24-25. Playfair, E. (2015). Unlimited Potential. In A. de Waal (Ed.), The Ins and Outs of Selective Education: A Debate (pp. 365-382). London: Civitas.  Porter, N., & Simmons, J. (2014). 5 Reasons why a return to grammar schools is a bad idea. Policy Exchange [blog post]. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press. Stewart, H. (2015). The Case for Comprehensive Schools. In A. de Waal (Ed.), The Ins and Outs of Selective Education: A Debate (pp. 75-99). London: Civitas. Read More

According to the research practitioners and professionals, children from the poor homes, who get in the grammar schools, have the ability and potentiality to flourish in such institution. Nevertheless, it is essential to note that relatively few pupils from the poor homes get in the grammar schools. Besides, there are also increasing concerns for the late developers. In this context, opponents of the system say that grammar schools have the tendency to ‘write off’ children who do not get a grammar school place at a very tender age, thus the opportunity to brand the majority as failures for not managing to pass the 11-plus examination (Boliver, 2011).

Discussion Firstly, in spite of educating only 4 percent of the secondary school population, the grammar schools remain highly controversial about the objective of education, which is equality. The selective ethos of the system makes the grammar schools repugnant to the contemporary and future educational egalitarians who perceive that equality of opportunity requires all children to have the same standard of education (Hughes, Trudgill, & Watt, 2013). This argument relates to the fact that selection tests for the grammar schools are never fair or adequate.

Grammar schools in the contemporary, as well as traditional societies have focused on the integration of diverse tests for selecting the applications at 11-plus examination. Some of these tests are suitable for the task than other. Nevertheless, it is arguable to note that even the best will never be adequate or fair following demands and expectations of the educational sector. According to the evidence from the Northern Ireland, in practice the tests that have been applicable fall some way short of the ideal regarding the psychometric aspects or facets (Boronski, 2015).

All the tests tend to be unreliable to a certain extent. From this perspective, an individual’s score proves to be partly a matter of chance, which implies that, the decision to offer a grammar school place or not is something of a lottery. In the course of determining the adequacy of the selection test, it is valuable to integrate the concept of predictive validity. For instance, if a test at age 11 could accurately predict academic achievement at age 16, then it is possible to argue that such a test would be a good way of discriminating between the children at age 11.

It is also critical to note that all tests contain bias. The objective might be to select on ‘ability’, but issues such as home background, culture, personality, and gender will have massive implications on the outcome of the tests (Holmes, 2013). This relates to the conceptualisation and implementation of the construct of the ability about the tests of the grammar schools. Even if the tests were completely unbiased, the tendency of an individual to have a choice to come forward to take the test is a form of bias.

Individuals, perhaps, from the lower socio-economic status backgrounds or ethnic minorities, might be less inclined towards applying to the grammar school. For instance, in the case of Buckinghamshire, children might be ‘opted out’ of the 11-plus test by their parents, but more generally children are ‘opted in’ with the objective of taking the 11-plus by parents having taken the decision to engage in applying to a grammar school (Cashmore, 2013). Secondly, the grammar schools’ system proves to integrate the concept of ability, which is more multi-dimensional, as well as fluid.

From this perspective, it is ideal to reject the concept of grammar schools because of the difficulties in the course of understanding the essence of ‘ability’ (Steward, 2015). The entire principle of the selection of this system tends to depend on the claim that a single score on a test can capture diverse abilities towards prediction of the whole spectrum of the future academic achievement. It is essential to note that this can never be strictly true. In this argument, it is vital to focus on more with the kinds of the tests, which are applicable rather than the selection principle (Ball, 2008).

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