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* Sociology - Sab > Educational Policies > Flashcards

Educational Policies Flashcards

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Sociology 101 flashcards
1
Q

What year was The Butler Education Act introduced ?

A

1944

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2
Q

Which government introduced The Butler Education Act?

A

Conservative government

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3
Q

What changes were implemented as a result of The Butler Education Act ?

A

Tripartite system - creating meritocracy
3 stage education system - primary secondary and further education
11+ exams decided whether you went to
Grammar school
Secondary school
Or technical school

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4
Q

What was the policy aim of The Butler Education Act ?

A

To give each student an equal chance to develop talents in free education
Create a meritocracy
Pariatary of esteem

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5
Q

What was the actual outcome of The Butler Education Act ?

A

Unequal IQ test (11+) reproduced social inequalities

No priatary of esteem - few technical schools became simple pass or fail

Self fulfilling prophecy of examination failure

Alteration of girls results to ensure boys clearly represented in grammars

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6
Q

Define meritocracy

A

A society based on individual ability and talent not social class

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7
Q

What year was the Comprehensive Secondary Education phase introduced?

A

1965

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8
Q

Under which government was Comprehensive Secondary Education phase introduced ?

A

Labour government - began in 1965 completed in 1974 after brief interlude of conservative government

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9
Q

What changes were implemented as a result of the Comprehensive Secondary Education phase ?

A

11+ scrapped - no exam to determine ability
Catchment areas for schools - non selective
Run by the state - free for all - allowed more resources
Grammar schools (fee paying) ran along side

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10
Q

What was the aim of the Comprehensive Secondary Education phase ?

A

Equal opportunity - free for all state run schools
Mixing of middle and working class
Non selective schools
Financially stable and better schools

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11
Q

What did the Comprehensive Secondary Education phase actually achieve ?

A

Decline in A grade ‘O levels’
Overall increase in passes
Sample proved no difference in Comprehensive or Grammar
Correlation between social class and grades
Catchment areas predominantly one class - failed to remove inequalities (Scotland’s results disagree)
Ability sets (tripartite under 1 roof) top tended to be middle class

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12
Q

What terms are new under the Comprehensive Secondary Education phase?

A

Setting and streaming - used in Comprehensive, helps middle and upper class students on the same way grammars used to - excels them less focus on working class

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13
Q

What is legitimate inequality?

A

This means that the schools were made to look equal when actually they were not

Comprehensives do not solve class divide

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14
Q

What government introduced the 1988 Education reform Act ?

A

Conservative government - Margaret Thatcher

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15
Q

What changes were implemented from the 1988 Education Reform Act ?

A

Introduction of tuition fees for higher education- schools having to compete to attract students
National curriculum introduced - included SATS
Specialist schools introduced - widened parental choice
League tables and ofsted reports published - placing focus on exam results
Schools able to become academies

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16
Q

What did the 1988 Education Reform Act aim to achieve ?

A

Give choice to parents over schools - parentocracy

specialist schools to provide more choice

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17
Q

What did the 1988 Education Reform Act actually achieve ?

A

Cream skinning - good schools pick and choose students traditionally take more middle class students more advantaged students and continue to excel

Silt Shifting - good schools avoided taking risky students or those less likely to succeed, worse schools had to take these students and would continue to perform worse

Parentocracy - 3 classes of chooser

  • privileged skilled choosers
  • semi skilled choosers
  • disconnected local chooser
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18
Q

Explain privileged skilled choosers

A

Professional middle class parents who were able to understand school system and take advantage of the education and knowledge of the systembetter than most eg change address to be in catchment area. Look at league tables, exam reports and ofsted reports before choosing the school

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19
Q

Explain semi skilled choosers

A

Mainly working class but still ambitious for their children, lack some cultural and economic capital and would rely on others opinions of schools

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20
Q

Explain disconnected local choosers

A

Working class parents who were limited by the economic and cultural capital. They were less able to take advantage of the system and more limited in terms of how far they could send their children to school

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21
Q

What is marketisation and how was it achieved through the 1988 Education Reform Act ?

A

Meaning to turn into a market
Gives a choice to “customer” I.e parents of who the “service provider” I.e schools are
School receives money for students - formula funding
Parents pick and choose - parentocracy

Implemented by introducing specialist schools, parentocracy and published league tables

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22
Q

Define parentocracy

A

Miriam David (1993) ‘ruled by parents’ argued power had shifted to parents from school

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23
Q

Who did a study on secondary schools at the different types of choosers?

A

Gerwitz

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24
Q

What is formula funding ?

A

Schools receive money for students

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25
Q

How could marketisation lower the standards of education ?

A

Students in less subscribed schools who take on risky students are not prioritised over the time spent on behaviour rather than education. More students brought in the more money - quality is less of a concern

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26
Q

Explain the 11+

A

An exam used at 11 years to determine which schools students should go to based on their - aptitude, age and ability

Grammar - middle class school. For bright and able. Acedemic subjects such as classics maths and science . Less than 29% of children went to this school

Secondary modern - working class. Vocational/practical subjects. No opportunities for qualifications until 1969

Technical - for those talented in technical or other creative subjects. Around 5% of children went to this school.

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27
Q

Why under the 1944 Butler Education Act was each school supposed to be equal

A

The law stated that they were to be given parity of esteem with funding, building condition and quality of teachers being identical.

28
Q

List some criticisms of the tripartite system

A 
Iq tests were not successful in measuring intelligence
There was no parity of esteem as few technical schools were built and parents pupils and employers saw secondary modern as inferior- created a pass/fail attitude to the exam 
Self concept of those considering failures could have been adversely effected - self fulfilling prophecy of examination failure
Social class inequalities were reproduced by this system as few working class students attended grammar school. Equality of opportunity wasn't working.
29
Q

Explain what happened when LEA’s did not approve of the tripartite system ?

A

Sent all students to the same secondary school, this initiative was eventually replaced by tripartite

30
Q

What happened in the interim of a conservative government between the implementation of the 1965 Comprehensive Secondary Education phase

A

Allowed grammar schools to exist alongside comprehensives

31
Q

How did the 1965 Comprehensive Secondary Education phase attempt to break down class barriers

A

No longer had to sit an exam to determine which school was attended. By mixing both middle class and working class students in the same school.

32
Q

Explain how catchment areas for schools gave equality

A

Believed that these schools would be financially better provided for allowing more resources (e.g. Swimming pools, libraries and sports equipment) and the conditions of buildings could be kept in repair

33
Q

Give an example of the Comprehensive Education phase being successful ?

A

Exam results - failed the most able students but overall significant rise in passes
National children’s bureau - longitudinal survey found most intelligent 20% children developed intellectually regardless of grammar or Comprehensive. Children of lower better in Comprehensive

34
Q

How have Comprehensive schools been unsuccessful

A

Creaming - most able have been creamed off from other students to attend grammar and independent schools. Theses schools are able to select students they want to teach with entrance exams. Therefore comprehensives do not always achieve the best examination results as the do not get students able to reach them

35
Q

What does Heath illustrate regarding correlation of social class and exam success during the Comprehensive Education phase

A 
There is still a correlation between exam success and social class
That it is the intermediate/service class who are achieving better results.
There is still a clear difference between working class and middle classes therefore, failing to remove inequalities 
However McPherson and Willms disagree as evidence from research in Scotland shows achievements of the lower social classes has risen by about half a grad and increases higher the longer the school is fully Comprehensive
36
Q

Why may class barriers not have been broken down during the Comprehensive Secondary Education phase ?

A

It is difficult to assess whether class barriers have been broken down as most schools “catchment areas” usually contain one predominant class and therefore does not mix students

Ford pointed out students were likely to belong to a friendship group that reflected their social or ethnic background

37
Q

What is setting and streaming (Comprehensive Secondary Education phase)

A

In many schools students are placed into groups based on ability - streaming: groups who attend all lessons together as a form and setting: where you are placed into ability sets for different subjects

Research shows top set students tend to be of middle Class background and those in bottom sets of working class and of ethnic minorities (especially West Indians )

Argued that this is the tripartite system under 1 roof

38
Q

What were EPA’s and why were they criticised

A

Education priority areas - to help students from the most deprived areas
Strongly criticised by Barnes and Lucas and Townsend - claiming that although their are deprived areas the poor are scattered across the country and therefore did not all receive help.
Claimed that because of this the policy was an “ecological fallacy”

39
Q

Who conducted a study on 14 different secondary schools in London on the different types of parents and schools

A

Gerwitz

3 choosers

40
Q

What do the conservative government of 1979-1997 say their main aim for education was?
How were they going to achieve this?

A

To raise standards throughout Britains schools and colleges

Through the introduction of market forces into school - known as Marketization

41
Q

What were the conservative governments influenced by and how did they aim to raise standards of education?

A

New right thinkers
Create an education market place in which the providers of education, schools and colleges competed and the consumers, parents and pupils made choices, they believed this would drive up standards since the consumers would choose successful schools and colleges leaving unsuccessful institutions to go out of business

42
Q

What were the main aims of the Education Reform Act 1988 phase?

A

Reducing direct state control over education making shocks independent
To make schools compete with each other and thereby drive up standards
To give more choice to parents

In practice- the government gave schools more freedom and self government in some areas increased government control in other areas

43
Q

What important changes were introduced as part of the 1988 Education Reform Act

A

Grant maintained schools (GMS). Primary and secondary schools could, under this provision , remove themselves fully from their respective local education authority and would be completely funded by central government. Secondary schools also has limited selection powers at the age of 11

Local Management of schools (LMS). Allowed all schools and sixth from colleges to be taken out of direct financial control of local authorities. Financial control would be handed to the headteacher and governors of a school.

National curriculum (NC). Resulted in all students in English state schools learning the same subjects at same ages. This was believed to help remove class and gender inequalities as students were not able to choose for themselves what they wanted to study

Key stages (KS). At each key stage a number of educational objectives were to be achieved - aim of this was to give national stages of a subject content that students are expected to know.

Children were expected to sit tests. SATS. At year 2,6 and 9 and GCSE’s at 16. These standardised tests would allow comparison between schools so that effectiveness could be judged

Catchment area boundaries were removed so that an element of choice was introduced. Parents could specify which school was their preferred choice and attempt to get children into it.

League tables publishing exam results were introduced. Schools were ranked hierarchically based on exam results and student absence rates

Schools received funding depending on number of students enrolled known as formula funding. Expectation that schools would strive to improve exam results and that would encourage parents to chose their school

Ofsted was introduced as a regular inspection of all state funded schools, sixth forms and FE colleges. They were to publish reports on strengths and weakness of schools to help parents make informed choices

44
Q

What did David Miriam (1993) describe changes as and explain his ideas

A

Changes were parentocracy meaning rule by parents
Supporters of marketisation argue that in an education market power shifts away from the producers (schools) to the consumer (parents). They claim this encourages diversity amounts schools and gives parents more choice. Meets the needs of different pupils and raises standards

45
Q

What are the criticism of the parentocracy theory (David Miriam 1993)

A

Some believe that they have benefited the most powerful groups in society, and actually reproducing inequality instead of reducing. Schools become unequal as there are different levels of funding made available to them and measurements of success (5A*-C inc English and maths) do not necessarily consider unique circumstances in schools such as students needs I.e number of students whose first language is not English

46
Q

Who was the government for the New Labour Phase

A

Labour under Tony Blair

47
Q

What was the main aim of the New Labour Phase

A

To improve educational achievement by reducing inequalities

48
Q

Name some of the policies introduced by New Labour to help reduce inequalities

A 
Educational maintenance allowance
Aim higher programmes 
Sure state programme 
WISE & GIST 
City academies 
National literacy and numeracy strategy
49
Q

Explain what the New Labour Paradox is and how it occurred under New Labour Phase ?

A

New labour promised to tackle inequality but continued to advocate (stand up) for marketisation.

By introducing schemes such as EMA’s but also introducing tuition fees for education

50
Q

Explain 3 policies brought in by New Labour

A

Educational Maintenance Allowance - to keep working class students in education , grants were given per week on level of family income to the student.

National Numeracy and Literacy strategy - every primary school student was required to have 1 hour English and maths a week to develop a skills.

Surestart - State funded childcare for low income families in order to keep parents working

Aim higher - programmer designed to raise aspirations of groups who are under represented in higher education

51
Q

How were gender inequalities aimed to be reduced in the New Labour phase?

A

Via WISE & GIST - women into science and engineering
Girls in science and technology. Campaign aimed at girls to get them into subjects in STEM and look at future careers in these subjects.

52
Q

How were racial inequalities aimed to be reduced in New Labour Phase?

A

Via the Aim Higher Programmer - designed to raise aspirations of groups who are under represented in higher education and universities

53
Q

How did New Labour aim to reduce class inequalities?

A

Introduction of Educational Maintenance allowance - given to those who’s combined household income was between >£20817-£30810 received a varying amount for attending school

AS & A2 qualification used to motivate students to stay in education and also provide a qualification for those not wishing to remain

National literacy and numeracy strategy every primary school student required to have 1 hour of numeracy and literacy per day

54
Q

What are city academies (those introduced in the New Labour phase) ?

A

Fresh start for struggling inter-city schools with mainly working class students aimed to increase quality of education

55
Q

What were educational action zones introduced through New Labour and how did they fail?

A

Deprived areas receiving more funding and allocation of more resources aimed to improve quality of education for lower classes.
Failed because there are poor students dispersed all over the country not all in one zone.

56
Q

What year was the New Labour phase introduced ?

A

1997-2010

57
Q

Under which government was the Coalition Phase introduced and under what years?

A

Conservative - David Cameron
Liberal Democrats - Nick Clegg

2010-2015

58
Q

What was the main aim of the Coalition Phase ?

A

To provide schools with greater freedom and autonomy by removing them further from authority control.

59
Q

What happened during the Coalition Phase that impacted on their plans ?

A

Office cuts were made to public sectors including education so there was a reduction in many school budgets

60
Q

In 2010 under the Coalition Phase what two new schools were introduced ?

A

Academies - leave local authority and are in charge of their own budget which they receive money directly from government . Enabling them to make their own decisions on where they wish to spend their budget. In 2012 over half of all secondary’s have converted to academies and some run by private businesses. They do not have to deliver the national curriculum

Free schools - schools are set up and run by parents, teachers, faith organizations or businesses and are still funded by the state. Designed to remove all power from the state and give greater control to parents or the local community. Found by Allen in Sweden that theses types of school mostly benefited the middle class. It does not support disadvantaged students enough and results in a decline in standards of education, they do not have to deliver the national curriculum

61
Q

How did Academies differ between New Labour and Coalition phases ?

A

Labour only allowed disadvantaged schools to become city academies (with businesses support) the Coalition extended it to all schools

62
Q

Explain Ball’s evaluation over coalition phases introduction of new schools

A

Ball argued that various types of schools that have been introduced over recent years has led to increased fragmentation of control of education. There are now different providers and this had resulted in greater chances for inequalities to exist in schools as there are now many different ways for schools to operate and there are less controls on them. Local authorities now have a much smaller role.

63
Q

What policies were introduced by coalitions to try and alleviate inequalities in education ?

A

Free school meals - all children from reception to year 2

Pupil premium - extra funding to help support students from deprived backgrounds

64
Q

What programmed introduced by New Labour were cut and why?

A

Closure of many Sure Start Centers
Removal of Educational Maintenance Allowance
University fees were tripled to around £9000 per year

These were because of Coalitions attempt to tackle austerity by reducing public spending.

65
Q

Which policies were introduced/changed which were thought to help encourage working class students to stay in education post 16

A

Examination changes - coursework was removed from GCSE and A Levels returned to a two year court with examinations being completed at the end of the course rather than throughout. Thought to raise standard of education and toughen up the qualification

Ebacc (English baccalaureate) qualification compromising of traditional subjects (math English science humanity) awarded to those studying enough of these traditional subjects. Allowed in working out position of schools in league tables. Led to students taking more traditional students as A Levels

66
Q

What changes did New Labour bring between 1997-2010

A 
Ema
Eaz
Aim higher
Grant maintained schools
Specialist schools
Multicultural education
Introduction of tuition fees 
Split in A levels 
Social inclusion
67
Q

What changes did the 1988 Education Reform Act bring?

A 
National curriculum 
Key stages
Sats
GCSE
League tables published
Ofsted reports 
Open enrolment 
Formula funding

* Sociology - Sab (12 decks)

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