Rationing education : policy, practice, reform, and equity

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Bibliographic Information

Rationing education : policy, practice, reform, and equity

David Gillborn and Deborah Youdell

Open University Press, 2000

  • : hard
  • : pbk

Available at  / 21 libraries

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Note

Includes bibliographical references (p. [233]-244) and indexes

Description and Table of Contents

Volume

: pbk ISBN 9780335203604

Description

"This research should make us extremely sceptical that the constant search for 'higher standards' and for ever-increasing achievement scores can do much more than put in place seemingly neutral devices for restratification." - Michael W Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison Recent educational reforms have raised standards of achievement but have also resulted in growing inequalities based on 'race' and social class. School-by-school 'league tables' play a central role in the reforms. These have created an A-to-C economy where schools and teachers are judged on the proportion of students attaining five or more grades at levels A-to-C. To satisfy these demands schools are embracing new and ever more selective attempts to identify 'ability'. Their assumptions and practices embody a new IQism: a simple , narrow and regressive ideology of intelligence that labels working class and minority students as likely failures and justifies rationing provision to support those (often white, middle class boys) already marked for success. This book reports detailed research in two secondary schools showing the real costs of reform in terms of the pressures on teachers and the rationing of educational opportunity. It will be important reading for any teacher, researcher or policymaker with an interest in equality in education.

Table of Contents

Education and equity Reforming education policy and practice Ability and economy 'intelligence' and the A-to-C economy Selection 11 to 14 fast groups, 'left over' mixed ability and the options Selection 14 to 16 setting, tiering, hidden ceilings and floors Educational triage and the D-to-C conversion suitable cases for treatment? Pupil perspectives Conclusions rationing education Notes References Index.
Volume

: hard ISBN 9780335203611

Description

Education reforms have "raised standards" but deepened inequity. More students now reach the previously "elite" level, of five higher grade passes in their final examinations, but at the same time inequalities of "race", class and gender have grown. Focusing on two London schools, this volume exposes the processes of selection and differential treatment that shape these trends. As schools strive to meet performance targets, teachers find themselves rationing education. An "A-to-C economy" has developed where students are labelled, sorted and selected according to their supposed chances of attaining grades A-to-C. The situation is worsened by government refusal to prioritise equity issues, an examination system that institutionalises failure, and a testing industry that reinforces dangerously simple notions of "ability" and intelligence. Using interviews and observations, the study shows how these factors work upon teachers and students as they try to make sense of and survive the changing demands upon them.

Table of Contents

  • Education and equity
  • reforming education - policy and practice
  • ability and economy - "intelligence" and the A-to-C economy
  • selection 11 to 13 - fast groups, "left overs" and the options
  • selection 14 to 16 - setting, tiering, hidden ceilings and floors
  • educational triage and the C-to-C conversion - suitable cases for treatment?
  • pupil perspectives
  • conclusion - rationing education.

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