Contrariamente à crença popular, existem na Europa muitos exemplos de liberdade de educação. Nalguns países europeus, o direito de escolher livremente a escola é um direito constitucionalmente instituído e, na generalidade dos que decidiram devolver às famílias a liberdade de escolherem o percurso escolar dos seus filhos, os benefícios são evidentes… Conheça os mitos e os factos associados à liberdade de educação e compare as realidades nas quais Portugal e os demais países que ainda não foram capazes de instituir um sistema educativo livre podem encontrar conhecimentos que os ajudarão a perceber melhor a importância e as implicações da liberdade.
Adolescence: Aspiration, responsibility and life trajectories
Findings from Young Lives
by Marta Favara and Frances Winter
University of Oxford
presnted to Oxford Policy Management (OPM), 11th May, 2017
Contrariamente à crença popular, existem na Europa muitos exemplos de liberdade de educação. Nalguns países europeus, o direito de escolher livremente a escola é um direito constitucionalmente instituído e, na generalidade dos que decidiram devolver às famílias a liberdade de escolherem o percurso escolar dos seus filhos, os benefícios são evidentes… Conheça os mitos e os factos associados à liberdade de educação e compare as realidades nas quais Portugal e os demais países que ainda não foram capazes de instituir um sistema educativo livre podem encontrar conhecimentos que os ajudarão a perceber melhor a importância e as implicações da liberdade.
Adolescence: Aspiration, responsibility and life trajectories
Findings from Young Lives
by Marta Favara and Frances Winter
University of Oxford
presnted to Oxford Policy Management (OPM), 11th May, 2017
Texas public schools educate 5 million students. Investment in Pre-K gives us a chance to close the achievement gap before it starts. Research shows that
participation in Pre-K cuts the school readiness gap in half on entry into kindergarten.
What's the story?
This isn't a tale to be proud of. In the UK, the link between low socio-economic background and poor educational attainment is greater than in almost any other developed country. Nearly 50% of children claiming free school meals achieve no GCSE passes above a D grade (Cassen and Kingdon)
Educational-related inequalities have an impact throughout a child’s life. Education is linked with happiness and wellbeing and also mental and physical health and life expectancy. The more you learn, the more you earn. You are more at risk of spending time ‘not in education, employment or training’ if you have no qualifications.
Education matters to society – it is linked to crime rates and to the economy.
What's our story?
It doesn’t have to be that way. Demography doesn’t have to be destiny. This attainment gap so entrenched in our society is not inevitable. Change is possible.
At Teach First we are working in partnership with others to ensure that no child’s educational success is limited by their socio-economic background. We believe that the scale of change needed will only be achieved through the collective effort of leaders in classrooms, in schools and throughout society. Each must challenge and change the status quo child by child, classroom by classroom, school by school, community by community until educational disadvantage becomes a work of fiction, not fact.
We start by recruiting people with the potential to be inspirational teachers who embark on a rigorous two-year Leadership Development Programme. Through this they develop their teaching and leadership skills needed to raise the achievement, aspiration and access to opportunities of pupils from low-income communities. Beyond this they are motivated to tackle educational disadvantage in the long term as Teach First ambassadors.
What's your story?
Teach First cannot solve this problem alone. We work with individuals, schools, universities and businesses to achieve our aims. You too can play your role in creating a happy end to this story.
http://www.teachfirst.org.uk/tellingthestory
The British education system, its organization, and characteristics. This lecture is part of ISLN civilisation course for 1st year studetns of English. Content covers primary and , secondary education as well as universities.
The Efficacy of Charter Schools and PPPs in Driving Learning Outcomes in the ...Matsiko Muhwezi
Based on a working paper on the contribution made by Public Private Partnerships as innovations to drive learning outcomes in challenging education contexts.
The default privatization of Peruvian education and the rise of low-fee priva...PERIGlobal
This presentation addresses the societal consequences of the rise of private education provision in Peru, especially its impact on widening patterns of segregation within the school system that operate against poorer families and its impact on broader ideas about the role of education for social justice and as vehicle for strengthening citizenship and social cohesion.
The presentation also examines the regulatory and accountability framework within which private education provision operates and the consequences this has for poor families and discuss how families from poor backgrounds make educational decisions and how and why they choose to send their children to private schools.
Frederik Smit, Geert Driessen, Peter Sleegers & Paul Hoop (2002) INET Relatio...Driessen Research
Smit, F., Driessen, G., Sleegers, P., & Hoop, P. (2002). Relations between ethnic minority parents and schools. Paper 11th International Roundtable of Scholars on School, Family, and Community Partnerships (INET), New Orleans, LA, USA, April 1, 2002.
Who benefits from grammar schools? A case study of Buckinghamshire, EnglandRich Harris
This is a DRAFT paper and should not be quoted from without the permission of the author. A revised version (but producing substantively similar results) is due for publication in the Oxford Review of Education in April 2013.
FACTS SCHOOL INTEGRATIONThe Benefits of SocioeconomicallyMargaritoWhitt221
FACTS SCHOOL INTEGRATION
The Benefits of Socioeconomically and Racially Integrated Schools and
Classrooms
APRIL 29, 2019
https://tcf.org/topics/education/school-integration/
https://tcf.org/
Research shows that racial and socioeconomic diversity in the classroom can provide students with a range of cognitive and
social benefits. And school policies around the country are beginning to catch up. Today, over 4 million students in America are
enrolled in school districts or charter schools with socioeconomic integration policies—a number that has more than doubled
since 2007.
Here’s why the growing momentum in favor of diversity in schools is good news for all students:
Academic and Cognitive Benefits
On average, students in socioeconomically and racially diverse schools—regardless of a student’s own economic status—have
stronger academic outcomes than students in schools with concentrated poverty.
Students in integrated schools have higher average test scores. On the 2011 National Assessment of Educational
Progress (NAEP) given to fourth graders in math, for example, low-income students attending more affluent schools scored
roughly two years of learning ahead of low-income students in high-poverty schools. Controlling carefully for students’
family background, another study found that students in mixed-income schools showed 30 percent more growth in test
scores over their four years in high school than peers with similar socioeconomic backgrounds in schools with concentrated
poverty.
Students in integrated schools are more likely to enroll in college. When comparing students with similar
socioeconomic backgrounds, those students at more affluent schools are 68 percent more likely to enroll at a four-year
college than their peers at high-poverty schools.
Students in integrated schools are less likely to drop out. Dropout rates are significantly higher for students in
segregated, high-poverty schools than for students in integrated schools. During the height of desegregation in the 1970s
and 1980s, dropout rates decreased for minority students, with the greatest decline in dropout rates occurring in districts
that had undergone the largest reductions in school segregation.
Integrated schools help to reduce racial achievement gaps. In fact, the racial achievement gap in K–12 education closed
more rapidly during the peak years of school desegregation in the 1970s and 1980s than it has overall in the decades that
followed—when many desegregation policies were dismantled. More recently, black and Latino students had smaller
achievement gaps with white students on the 2007 and 2009 NAEP when they were less likely to be stuck in high-poverty
school environments. The gap in SAT scores between black and white students continues to be larger in segregated
districts, and one study showed that change from complete segregation to complete integration in a district could reduce as
much as one quarter of the current SAT scor ...
Running head CASE STUDY ESSAY 1 Case St.docxjoellemurphey
Running head: CASE STUDY ESSAY 1
Case Study Essay
Sung Kim
University at Albany
CASE STUDY ESSAY 2
Case Study Essay
The practice referred to as “tracking” started as a response to the incursion of immigrant
children joining America’s schools in the early 20th century. To provide efficient education to
these immigrants who arrived in large population, it was significant to sort the children into
various tracks based on their past performance or ability. As stated by a school reformer called
Ellwood P. Cubberley in 1909, “Our city schools will soon be compelled to abandon the
exceedingly democratic idea that all are equal and our community devoid of classes… and start a
specialization of educational effort along numerous lines.” The process of sorting children into
different tracks was made easy by IQ test and standardized achievement tests.
In the early days of tracking, high school students and junior high students were given
assignments to evaluate them academically, and through vocational tracks. At the extreme, many
students received grooming to prepare them for college and others were being prepared to enter
trades such as secretarial work and plumbing. In the mid-century, many schools had mastered
some form of tracking. Presently, the extreme form of tracking has diminished because
policymaker, political players, and educators hold the fear that America is almost losing its
competitive edge (Burris & Garrity, 2008). This compelled educators to ensure that all the
students are grilled to have access to a rigorous academic curriculum. Politicians and states
passed minimum graduation standards that demanded that students must take a particular number
of courses in core subjects such as Mathematics, English, Science and Social studies. Later on,
during 1983, A Nation at Risk report made a recommendation that tougher standards are set and
in the ensuing two decades, the percentage of students taking four years of each academic
subject escalated profoundly.
Cubberley (1909), "Our..." (p. ?).
CASE STUDY ESSAY 3
With laying emphasis on preparing all the students for college, tracking plays an
important role of grouping students by ability within subjects. In every subject, students must be
assigned to advance, basic and regular courses depending on their performance. For example,
students in advanced track may opt to pursue pre-calculus as juniors in high school and calculus
as seniors, while students in basic tracks must take as far as geometry or algebra II. The
development of Advanced Placement courses is one example of the manner in which tracking
has become a long-standing groundwork.
It is noteworthy that the amount of fluidity and the methods by which students are
assigned tracks within a particular tracking system varies depending on the school’s mission.
Some schools may allow students to be placed into advanced class for a single subject, w ...
Texas public schools educate 5 million students. Investment in Pre-K gives us a chance to close the achievement gap before it starts. Research shows that
participation in Pre-K cuts the school readiness gap in half on entry into kindergarten.
What's the story?
This isn't a tale to be proud of. In the UK, the link between low socio-economic background and poor educational attainment is greater than in almost any other developed country. Nearly 50% of children claiming free school meals achieve no GCSE passes above a D grade (Cassen and Kingdon)
Educational-related inequalities have an impact throughout a child’s life. Education is linked with happiness and wellbeing and also mental and physical health and life expectancy. The more you learn, the more you earn. You are more at risk of spending time ‘not in education, employment or training’ if you have no qualifications.
Education matters to society – it is linked to crime rates and to the economy.
What's our story?
It doesn’t have to be that way. Demography doesn’t have to be destiny. This attainment gap so entrenched in our society is not inevitable. Change is possible.
At Teach First we are working in partnership with others to ensure that no child’s educational success is limited by their socio-economic background. We believe that the scale of change needed will only be achieved through the collective effort of leaders in classrooms, in schools and throughout society. Each must challenge and change the status quo child by child, classroom by classroom, school by school, community by community until educational disadvantage becomes a work of fiction, not fact.
We start by recruiting people with the potential to be inspirational teachers who embark on a rigorous two-year Leadership Development Programme. Through this they develop their teaching and leadership skills needed to raise the achievement, aspiration and access to opportunities of pupils from low-income communities. Beyond this they are motivated to tackle educational disadvantage in the long term as Teach First ambassadors.
What's your story?
Teach First cannot solve this problem alone. We work with individuals, schools, universities and businesses to achieve our aims. You too can play your role in creating a happy end to this story.
http://www.teachfirst.org.uk/tellingthestory
The British education system, its organization, and characteristics. This lecture is part of ISLN civilisation course for 1st year studetns of English. Content covers primary and , secondary education as well as universities.
The Efficacy of Charter Schools and PPPs in Driving Learning Outcomes in the ...Matsiko Muhwezi
Based on a working paper on the contribution made by Public Private Partnerships as innovations to drive learning outcomes in challenging education contexts.
The default privatization of Peruvian education and the rise of low-fee priva...PERIGlobal
This presentation addresses the societal consequences of the rise of private education provision in Peru, especially its impact on widening patterns of segregation within the school system that operate against poorer families and its impact on broader ideas about the role of education for social justice and as vehicle for strengthening citizenship and social cohesion.
The presentation also examines the regulatory and accountability framework within which private education provision operates and the consequences this has for poor families and discuss how families from poor backgrounds make educational decisions and how and why they choose to send their children to private schools.
Frederik Smit, Geert Driessen, Peter Sleegers & Paul Hoop (2002) INET Relatio...Driessen Research
Smit, F., Driessen, G., Sleegers, P., & Hoop, P. (2002). Relations between ethnic minority parents and schools. Paper 11th International Roundtable of Scholars on School, Family, and Community Partnerships (INET), New Orleans, LA, USA, April 1, 2002.
Who benefits from grammar schools? A case study of Buckinghamshire, EnglandRich Harris
This is a DRAFT paper and should not be quoted from without the permission of the author. A revised version (but producing substantively similar results) is due for publication in the Oxford Review of Education in April 2013.
FACTS SCHOOL INTEGRATIONThe Benefits of SocioeconomicallyMargaritoWhitt221
FACTS SCHOOL INTEGRATION
The Benefits of Socioeconomically and Racially Integrated Schools and
Classrooms
APRIL 29, 2019
https://tcf.org/topics/education/school-integration/
https://tcf.org/
Research shows that racial and socioeconomic diversity in the classroom can provide students with a range of cognitive and
social benefits. And school policies around the country are beginning to catch up. Today, over 4 million students in America are
enrolled in school districts or charter schools with socioeconomic integration policies—a number that has more than doubled
since 2007.
Here’s why the growing momentum in favor of diversity in schools is good news for all students:
Academic and Cognitive Benefits
On average, students in socioeconomically and racially diverse schools—regardless of a student’s own economic status—have
stronger academic outcomes than students in schools with concentrated poverty.
Students in integrated schools have higher average test scores. On the 2011 National Assessment of Educational
Progress (NAEP) given to fourth graders in math, for example, low-income students attending more affluent schools scored
roughly two years of learning ahead of low-income students in high-poverty schools. Controlling carefully for students’
family background, another study found that students in mixed-income schools showed 30 percent more growth in test
scores over their four years in high school than peers with similar socioeconomic backgrounds in schools with concentrated
poverty.
Students in integrated schools are more likely to enroll in college. When comparing students with similar
socioeconomic backgrounds, those students at more affluent schools are 68 percent more likely to enroll at a four-year
college than their peers at high-poverty schools.
Students in integrated schools are less likely to drop out. Dropout rates are significantly higher for students in
segregated, high-poverty schools than for students in integrated schools. During the height of desegregation in the 1970s
and 1980s, dropout rates decreased for minority students, with the greatest decline in dropout rates occurring in districts
that had undergone the largest reductions in school segregation.
Integrated schools help to reduce racial achievement gaps. In fact, the racial achievement gap in K–12 education closed
more rapidly during the peak years of school desegregation in the 1970s and 1980s than it has overall in the decades that
followed—when many desegregation policies were dismantled. More recently, black and Latino students had smaller
achievement gaps with white students on the 2007 and 2009 NAEP when they were less likely to be stuck in high-poverty
school environments. The gap in SAT scores between black and white students continues to be larger in segregated
districts, and one study showed that change from complete segregation to complete integration in a district could reduce as
much as one quarter of the current SAT scor ...
Running head CASE STUDY ESSAY 1 Case St.docxjoellemurphey
Running head: CASE STUDY ESSAY 1
Case Study Essay
Sung Kim
University at Albany
CASE STUDY ESSAY 2
Case Study Essay
The practice referred to as “tracking” started as a response to the incursion of immigrant
children joining America’s schools in the early 20th century. To provide efficient education to
these immigrants who arrived in large population, it was significant to sort the children into
various tracks based on their past performance or ability. As stated by a school reformer called
Ellwood P. Cubberley in 1909, “Our city schools will soon be compelled to abandon the
exceedingly democratic idea that all are equal and our community devoid of classes… and start a
specialization of educational effort along numerous lines.” The process of sorting children into
different tracks was made easy by IQ test and standardized achievement tests.
In the early days of tracking, high school students and junior high students were given
assignments to evaluate them academically, and through vocational tracks. At the extreme, many
students received grooming to prepare them for college and others were being prepared to enter
trades such as secretarial work and plumbing. In the mid-century, many schools had mastered
some form of tracking. Presently, the extreme form of tracking has diminished because
policymaker, political players, and educators hold the fear that America is almost losing its
competitive edge (Burris & Garrity, 2008). This compelled educators to ensure that all the
students are grilled to have access to a rigorous academic curriculum. Politicians and states
passed minimum graduation standards that demanded that students must take a particular number
of courses in core subjects such as Mathematics, English, Science and Social studies. Later on,
during 1983, A Nation at Risk report made a recommendation that tougher standards are set and
in the ensuing two decades, the percentage of students taking four years of each academic
subject escalated profoundly.
Cubberley (1909), "Our..." (p. ?).
CASE STUDY ESSAY 3
With laying emphasis on preparing all the students for college, tracking plays an
important role of grouping students by ability within subjects. In every subject, students must be
assigned to advance, basic and regular courses depending on their performance. For example,
students in advanced track may opt to pursue pre-calculus as juniors in high school and calculus
as seniors, while students in basic tracks must take as far as geometry or algebra II. The
development of Advanced Placement courses is one example of the manner in which tracking
has become a long-standing groundwork.
It is noteworthy that the amount of fluidity and the methods by which students are
assigned tracks within a particular tracking system varies depending on the school’s mission.
Some schools may allow students to be placed into advanced class for a single subject, w ...
Presentation by Richard D. Kahlenberg for the Looking Back, Moving Forward Conference - March 2013, University of Richmond and Virginia Commonwealth University
CHAPTER 5 School Issues that Relate to At-Risk Children and Youth.docxchristinemaritza
CHAPTER 5: School Issues that Relate to At-Risk Children and Youth
· If families do not…Then schools must
· Provide roots for children…So they stand firm and grow,
· Provide wings for children…So they can fly.
· Broken roots and crippled wingsDestroy hope.
· And hope sees the invisible,Feels the intangible,And achieves the impossible.
CHAPTER OUTLINE
The Value of Education
Box 5.1 Separate and Unequal 15-Year-Olds
Research on Effective Schools
Variables in Research on School Effects
· Leadership behaviors
· Academic emphasis
· Teacher and staff factors
· Student involvement
· Community support
· Social capital
Definitional Issues in Research on School Effects
Case Study: The Diaz Family
· School culture
· Student climate
· Peer involvement
· Teacher climate
Box 5.2 Teacher Climate
Educational Structure: Schools and Classrooms
School Structure
School Choice
Charter Schools
Classroom Structure
Curriculum Issues
Conclusion
· In education, the term at risk refers primarily to students who are at risk of school failure. As we discussed earlier, at risk actually means much more than flunking reading or math, or even dropping out of school. Yet from an educator’s perspective, educational concerns define at-risk issues. School problems and dropout are linked to many other problems expressed by young people (Suh, Suh, & Houston, 2007; Henry et al., 2009; Rumberger & Ah Lim, 2008). The strong relationships between school difficulties and other problems, as well as evidence that educational involvement is a protective factor influencing resilience (Search Institute, 2006), highlight the pivotal position of schools. In schools, prevention efforts can reach the greatest number of young people; therefore, examining the educational environment is critical.
THE VALUE OF EDUCATION
There are a number of indicators of the value placed on education in the United States. News reports compare the scores of students in the United States and in other countries on tests in geography and spelling, math and science. These reports consistently favor students in other countries. They imply that learning in U.S. schools is somehow not quite up to par. Does a student’s ability to spell reflect his or her ability to think? Does recall of dates, locations, or facts indicate a student’s problem-solving skills? The answer to these questions is “No.” Learning is the act of acquiring knowledge or a skill through observation, experience, instruction, or study, yet these comparisons suggest a view of learning that reduces this complicated act to an isolated and mechanical process. In addition, these comparisons often fail to note that in the United States all children are expected to attend school through high school graduation, not just wealthy or middle-class urban or college-bound students.
How learning is valued is also reflected in the following statistics. In 2000, the average household income was about $55,000 (Census Bureau, 2001). Nearly 10 years later, the average teac ...
Quantitative Methods in Geography Making the Connections between Schools, Uni...Rich Harris
A report into the nature of and attitudes towards quantitative methods teaching in geography, with recommendations for how the benchmark statement might be changed.
White flight, ethnic cliffs and other unhelpful hyperbole?Rich Harris
In an (unguarded?) conversation with a journalist, I talked about a 'cliff-edge' measure of segregation where neighbouring places have very different proportions of their resident population classified as White British in the 2011 Census. The words, rephrased as 'ethnic cliffs' was soon coupled with talk of White Flight from British cities and has appeared in a number of national newspapers and magazines, alongside like 'self-segregation' and 'sundown segregation' (The Sunday Times and the Daily Mail). In this presentation I look at changes to the ethnic composition of census zones in England from 2001 to 2011 and ask whether such phrases are unhelpful hyperbole or simply vivid but accurate descriptors of "Britain's new problem" (Goodhart, 2013 writing in Prospect Magazine).
There has been long and wide-ranging debate in the social science literature about how best to conceptualise and to measure segregation (see, inter alia, Allen and Vignoles, 2007; Johnston and Jones, 2010; Harris, 2011). A popular measure is the dissimilarity index, usually attributed to Duncan and Duncan (1955). This is somewhat ironic because in another paper published in the same year, the same two authors were much more cautious about advocating any one index as preferable to others and were wise to the geographical limitations: "all of the segregation indexes have in common the assumption that segregation can be measured without regard to the spatial patterns of white and nonwhite residence in a city" (p.215). Whilst one response to this shortcoming has been the development of spatial measures of segregation (Wong, 1993; Reardon and O'Sullivan, 2004; Harris, 2012), a number of papers from the 1980s and 90s treated the measurement of segregation as a (spatial) optimisation problem (Jakubs 1981; Morgan 1983; Waldorf 1993). In this paper I revisit that optimisation literature, substituting geographical distances between places with ‘nearest-neighbour distances’ to determine the cost function. Applying this method to the 2011 Census data and to England, I consider claims of “white flight” that have appeared in the media.
Motion Charts, White Flight and Ethnic Cliffs?Rich Harris
The aim of this presentation is to investigate claims of decreased segregation yet also of ‘white flight’ from English cities during the period from 2001 to 2011. It does so supplementing a traditional measure of segregation, the dissimilarity index,
with measures comparing differences between adjoining small areas. Together these measures provide insight not only into the amount of segregation but also its spatial configuration within local authorities, including the degree to which different ethnic groups are clustered together of dispersed across the authorities. An analysis of change is then undertaken, asking whether the neighbouring small areas with greatest differences in their ethnic compositions in 2001 become more or less dissimilar by 2011, and whether those changes are caused by more population mixing or by the withdrawal of the White British population from those areas. Motion charts also are presented to warning against over-simplification and ‘one-size-fits-all’ explanations, stressing the individual trajectories of different local authorities.
Commentary: Ethno-demographic change in English local authorities, 1991-2011Rich Harris
A commentary on a graphic submitted to the journal Environment and Planning A as one of its featured graphics. That graphic aims to capture various dimensions of population change within English local authorities from 1991 to 2011: the proportional increase in the Asian population, the decrease in the White British population, generally decreasing Asian - White British segregation within authorities on average but with that average concealing some increases in spatial heterogeneity: increased differences between some neighbouring small areas (and also increased differences between local authorities). To see the graph, please visit http://www.social-statistics.org/?p=1064
Sermon given at the 10.30am service, Christ Church Downend, Sunday February 10th, 2013. The Bible reading is Luke 9: 28-36. More sermons and talks at http://www.social-statistics.org/?cat=22
Geographies of ethnicity by school in LondonRich Harris
Maps of the prevalence of various ethnic groups in London’s secondary schools according to their proportion of new entrants to the schools in September 2008.
A comment with new analysis on an Financial Times article talking about the possibility of White Flight from London revealed by the 2011 UK Census results.
Neoconservatism, Nature and the American Christian RightRich Harris
A presentation I used to give to students as the School of Geographical Sciences, University of Bristol, exploring the possible intersections of neoliberal economics and more right-wing Christian theology upon environmental policy in the US under George W Bush
Sleepwalking towards Johannesburg? Local
measures of ethnic segregation between
London’s secondary schools 2003 – 2008/9. Presented at the PLASC Users Group conference, March 6th, 2012
Using geographical micro-data to measure segregation at the scale of competin...Rich Harris
Segregation is a spatial outcome of spatial processes that needs to be measured spatially and at a scale meaningful to the study. This is the axiom from which local indices of segregation are developed and applied to the patterns of admission observed for cohorts of pupils entering London's state-funded secondary (high) schools in each of the years from 2003 to 2008. The indices - local indices of difference, isolation and of concentration – are used to measure social segregation not between arbitrary areas or regions but specifically for schools that overlap in regard to their admission spaces. This is made possible by the use of detailed and geographically referenced governmental micro-data that allow the pupil flows from elementary to high schools to be modeled and therefore "competing" schools to be identified. Using eligibility for free school meals as a measure of social segregation, sizable differences in the proportions of FSM eligible pupils recruited by apparently competing schools are found, with selective schools especially and also faith schools under-recruiting such pupils. Whilst there is some evidence that social segregation has decreased over the period, the trend is considered to be an artifact of using free school meals as a measure of disadvantage. As such the problem shifts from at what scale to measure between-school segregation to what actually is an appropriate measure to use.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Overview on Edible Vaccine: Pros & Cons with Mechanism
Who benefits from grammar schools? A case study of Buckinghamshire, England
1. Who benefits from grammar
schools?
A case study of Buckinghamshire, England
Richard Harris & Samuel Rose
2. Introduction
In the fifties, a golden age of opportunity,
almost 40% of those born to parents in the
lowest social income groups grew up to
join higher earners. By 1970 and ever
since, only one-third achieved this. It
cannot be a coincidence that, in between,
Harold Wilson‟s government abolished
grammar schools (Hastings, 2009).
3. The history of the British secondary
school system (in a nutshell)
Pre-1944, a patchwork of church-led schools
and public/private grammar schools
1944 Education Act (Butler Act)
– National secondary education system
• Tripartite system: grammar, secondary
modern and technical schools.
Late 1960s, dissatisfaction with the selective
system and a move to a comprehensive
system
1988 Education Act onwards, move away from
a comprehensive system with an increasingly
diverse system promoting competition,
independence and innovation.
4. Arguments against the selective system
The Butler Act took the concept of an academically
segregated education system as far as it could go, and
did so with dedication and determination. The technical
stream never really got off the ground. Parents
preferred their children to go to a grammar school if he
or she passed the eleven-plus, and without the
necessary public support, the money that technical
schools needed for qualified teachers and good
equipment was not forthcoming. Underlying the
stinginess was the old cultural distinction, moulded by
the great public schools and the ancient universities that
technical and vocational achievements were simply not
on a par with the elegance of classical scholarship
(Williams, 2010: 52).
5. Arguments for the selective system
Higher educational outcomes
Social mobility
– E.g. the Daily Telegraph newspaper
recently criticised David Cameron for
lacking “the will to admit that grammar
schools did more for working-class children
than a thousand free school meals”
(Randall, 2009).
– Posh and Posher: Why Public School Boys
Run Britain (first broadcast on BBC2 in
January 2011).
6. Some previous studies
Steedman (1980): pupils who entered
comprehensive schools had lower reading
and maths abilities, and tended to be from
lower SES groups. Controlling for this,
rates pupils advance in selective and
comprehensive schools are not statistically
different. (Uses National Child
Development Study)
7. Some previous studies
Marks et al. (1983): Controlling for SES
and non-British ethnicities, pupils in
selective schools attain more and higher
passes than those in comprehensives.
(Use LEA level data)
8. Some previous studies
Grey et al. (1983): Consider the
differences between LAs with and without
grammar schools. Comprehensive
systems had a levelling effect on
attainment, raising fewer pupils to the
highest levels but raising the average
attainment. (Postal survey of Scotland)
9. Some previous studies
Kerchkoff et al. (1996): Allowing for SES
and prior academic attainment, found that
highest ability students performed at
higher levels in selective systems and low
ability students performed better in
comprehensive systems but for most
students school type has little
effect.(National Child Development Study)
10. Some previous studies
Galindo-Rueda & Vignoles (2005):
Comprehensive schools reduced the gap
in educational achievement between the
most and least able students but on
average most pupils in the selective
system to better than those in mixed ability
schools. (National Child Development
Study)
11. Some previous studies
Boliver & Swift (2011): Going to a grammar
school did not make children from lower
SES backgrounds more likely to be
upwardly mobile in terms of income or
class. As a whole, the selective system
yielded no mobility advantage to children
of poorer backgrounds. (National Child
Development Study)
12. Some previous studies
Jesson (2000): Compares the value-added
of selective and comprehensive systems.
No support to claim that selective
education systems provide better GCSE
examination performance that
comprehensives. (Use a National
Collection Data Exercise from the mid-
1990s)
13. Summary
That selective systems of education produce better
learning outcomes is disputed (as is the claim they
support social mobility)
Whilst grammar schools may lead to higher
attainment for pupils who are successful in
entering them, the concern is that this comes at
the price of depressing the average attainment for
other pupils.
Majority of studies are reliant either on aggregate
data or on data that were collected during the
1960s and 1970s. Opportunity to update our
understanding of the effects of a selective system
to consider the present day.
14. Study
Buckinghamshire Of all pupils that
entered any one of
the most typical
school types in
Buckinghamshire,
stayed in that school
throughout the period
to GCSE, took those
exams in 2007, 2008
or 2009 and did not
have any statement of
educational need.
11 746 pupils in 32
schools
15. Two conditions benefitting argument in
favour of a selective system
First, that there is a value-added learning
outcome for an academically able pupil
attending a grammar school over and above
what would occur if that pupil had attended a
comprehensive school.
Second, that academically able pupils from
more deprived or socially excluded
backgrounds have no lower propensity to be
admitted to a selective school than equally
able pupils from more advantaged
backgrounds
18. Data matching
Consider the pupils in the prior attainment
overlap between selective and non-
selecting schools
Match pupils in or not in selective schools
based on prior attainment in maths,
English and science.
Balanced sample of 3438 pupils (1719
pairs) with correlation of r = 0.99 in prior
attainment of the paired pupils.
19. Data modelling
Now use logistic regression to model the
probability the pupils in the balanced
sample successfully passed five GCSEs to
grade A to C (any five GCSES and
inclusive of English and maths).
23. Summary (but not conclusion, sorry!)
There are educational barriers to entry into
Buckinghamshire‟s grammar schools for
pupils from lower income households
insofar as that is evidenced by eligibility for
a free school meal and by the prevalence
of this group in the grammar schools
relative to other pupils.
There is an educational advantage
bestowed on those who attend a selective
school in Buckinghamshire relative to
those who do not, insofar as that
advantage is measured by increased
probability of attaining five GCSEs.
24. But…
It is not known is how the difference in
attainment is created. It could be that the
selective system acts to raise (to give
value-added to) the educational
achievements of those pupils in the
selective schools. Alternatively, it could be
that the prospects of pupils who are not in
selective schools are curtailed.
25. So…
Two further data matchings
– First, of the Buckinghamshire pupils who
attended a selective school with pupils of
similar prior attainment in the neighbouring
authority of Oxfordshire, which does not
operate a selective system.
– Second, of Buckinghamshire pupils who did
not attend a selective school but who had a
combined Key Stage 2 score greater than
the minimum amongst those who did attend
a selective school, also matched to pupils
of similar prior attainment in Oxfordshire.
28. (Another) summary
Evidence to suggest that selective schools
are of educational benefit to those who are
able to attend them.
Yet, those who were unable to attend (but,
in principle, could have given their prior
attainment scores) would do better, on
average, in a comprehensive system.
FSM eligible pupils are under-represented
in the grammar schools, even when those
pupils had prior attainment scores that
exceeded those of other pupils in the
selective schools.
29. Conclusion
We suggested that two conditions should
be demonstrated to give support for a
selective system.
Of these, the first – a value-added learning
outcome – appears to exist but at a cost to
others not in the selective schools.
The second – that academically able
pupils from more deprived backgrounds
should have no lower propensity to be
admitted to a selective school – does not.
30. However
Any system that does not guarantee a pupil will
gain a place at a school of their choosing will risk
being responsible for creating winners and losers
in regard to who gains most from their schooling.
Grammar schools remain rare nationally. A more
common occurrence is one of geographical
constraints placed on admissions to schools, of
house prices rising around the most popular
schools, and of resulting „selection by mortgage‟.
Whether this is an adequate (or even better)
system for enhancing educational prospects and
for increasing social mobility is itself debatable