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Comprehensive schools have failed the working class Comprehensive schools have failed the working class
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David Willetts has now joined a long list of politicians who refuse to admit the obvious. The comprehensive system has failed.David Willetts has now joined a long list of politicians who refuse to admit the obvious. The comprehensive system has failed.
I was not surprised when the universities minister proposed that universities in England should "treat white working-class boys the same as ethnic minorities". In 2010, Lord Mandelson, then New Labour business secretary, argued that top universities should lower their entry requirements for disadvantaged applicants by as much as two A-level grades. He openly queried: "Why are we still making only limited progress in widening access to higher education to young people from poorer backgrounds?" It seems that Willetts has come to the same, deluded conclusion: schools should not improve their performance, but universities should lower their grades.I was not surprised when the universities minister proposed that universities in England should "treat white working-class boys the same as ethnic minorities". In 2010, Lord Mandelson, then New Labour business secretary, argued that top universities should lower their entry requirements for disadvantaged applicants by as much as two A-level grades. He openly queried: "Why are we still making only limited progress in widening access to higher education to young people from poorer backgrounds?" It seems that Willetts has come to the same, deluded conclusion: schools should not improve their performance, but universities should lower their grades.
Coming from a white working-class background, and having graduated from a Russell group university thanks to my own hard work, I find this kind of social engineering offensive and lazy. The real problem is that our secondary school system, where students are shoved into unpleasant rooms with 30 or more of their peers, is useless. The helpless teachers, despite their best efforts, cannot control such a large number of excited and unenthusiastic pupils. At the end of the lesson, no one has learned anything. Trust me – I am a survivor of the experiment.Coming from a white working-class background, and having graduated from a Russell group university thanks to my own hard work, I find this kind of social engineering offensive and lazy. The real problem is that our secondary school system, where students are shoved into unpleasant rooms with 30 or more of their peers, is useless. The helpless teachers, despite their best efforts, cannot control such a large number of excited and unenthusiastic pupils. At the end of the lesson, no one has learned anything. Trust me – I am a survivor of the experiment.
A popular myth is that comprehensive schools are free and are therefore not divisive. So, even if they do not perform, they are ideologically pleasing for some. This argument is nonsense. In reality, if you want to send your child to a decent, successful comprehensive, you must live within its catchment area. These much sought-after educational institutions are situated in bourgeois communities, where the house prices are ludicrously high. The working and lower-middle classes are priced out of these expensive neighbourhoods and are forced to educate their families elsewhere.A popular myth is that comprehensive schools are free and are therefore not divisive. So, even if they do not perform, they are ideologically pleasing for some. This argument is nonsense. In reality, if you want to send your child to a decent, successful comprehensive, you must live within its catchment area. These much sought-after educational institutions are situated in bourgeois communities, where the house prices are ludicrously high. The working and lower-middle classes are priced out of these expensive neighbourhoods and are forced to educate their families elsewhere.
The other piece of the scandal is that when some middle-class parents are forced to send their children to a poor comprehensive, they hire a private tutor. This Machiavellian move hides the poor teaching of comprehensives.The other piece of the scandal is that when some middle-class parents are forced to send their children to a poor comprehensive, they hire a private tutor. This Machiavellian move hides the poor teaching of comprehensives.
The data of this failed egalitarian project is disturbing. Ofsted, England's schools watchdog, revealed last year that just 60% of white British boys on free school meals reached the expected level in English and maths. Wendy Piatt, director-general of the Russell group, has successfully identified the issue. She rightly points out that the real cause of the under-representation of students from disadvantaged backgrounds is "under-achievement at school and poor advice on the best choices of A-level subjects and university degree course".The data of this failed egalitarian project is disturbing. Ofsted, England's schools watchdog, revealed last year that just 60% of white British boys on free school meals reached the expected level in English and maths. Wendy Piatt, director-general of the Russell group, has successfully identified the issue. She rightly points out that the real cause of the under-representation of students from disadvantaged backgrounds is "under-achievement at school and poor advice on the best choices of A-level subjects and university degree course".
No one can deny that there is something wrong with a society where, as the Sutton Trust estimates, the 10 leading independent schools account for 12% of the elite. Unlike comprehensive cheerleader Tony Blair or Harriet Harman, who both infamously sent their sons to the grant-maintained London Oratory school, the working classes do not have any political influence to trade for a good school place. What they want is a strong, effective state school structure. Grammar schools, introduced at the end of the second world war, offer this opportunity. These institutions, before they were snubbed by our political elite, gave working-class kids the opportunity to climb the social ladder.No one can deny that there is something wrong with a society where, as the Sutton Trust estimates, the 10 leading independent schools account for 12% of the elite. Unlike comprehensive cheerleader Tony Blair or Harriet Harman, who both infamously sent their sons to the grant-maintained London Oratory school, the working classes do not have any political influence to trade for a good school place. What they want is a strong, effective state school structure. Grammar schools, introduced at the end of the second world war, offer this opportunity. These institutions, before they were snubbed by our political elite, gave working-class kids the opportunity to climb the social ladder.
They have been demolished, though, because of one fallacious objection: that they segregate pupils at an early age, thanks to the 11-plus examination, but comprehensives do not. Really, the comprehensive school system is just as bad, but without the impressive results. In the 1960s, for instance, when grammar schools were popular, it is estimated that Oxford University took more than 60% of admissions from state-schooled pupils. Now, decades on, the prestigious university only takes 58.5%, according to 2011 figurexs. They have been demolished, though, because of one fallacious objection: that they segregate pupils at an early age, thanks to the 11-plus examination, but comprehensives do not. Really, the comprehensive school system is just as bad, but without the impressive results. In the 1960s, for instance, when grammar schools were popular, it is estimated that Oxford University took more than 60% of admissions from state-schooled pupils. Now, decades on, the prestigious university only takes 58.5%, according to 2011 figures.
The working classes have been educational guinea pigs of our political leaders for too long. It is time that they are given a school system they deserve.The working classes have been educational guinea pigs of our political leaders for too long. It is time that they are given a school system they deserve.