‘Modernising the comprehensive principle’: selection, setting and the institutionalisation of educational failure

Abstract

This paper examines issues of selection, merging an analysis of policy with data from a qualitative case study. It focuses on the 'modernisation of the comprehensive principle' proposed by New Labour, in which selection within schools (through setting 'by ability') is increasingly encouraged. Data collected at an inner-city, multi-ethnic comprehensive school are used to illustrate how discourses on selection are being reworked locally. The school was largely supportive of setting, despite some teachers acknowledging that the practice prioritised high-achieving pupils with perceived 'good attitudes'. In the form under study, setting involved disadvantaged pupils from ethnic-minority backgrounds, particularly those who received support in English as an Additional Language. It is concluded that setting did not contribute to an inclusive agenda for education, in spite of government claims of increased 'standards for all'.

Racism as Policy: A Critical Race Analysis of Education Reforms in the United States and England

“…These include high status subjects, such as separate sciences, which schools often restrict to the students they judge to be most able. Sometimes these judgements refl ect genuine differences in achievement, but research, both quantitative and qualitative, has consistently shown that teachers' preconceptions about certain groups also play an important role, especially in relation to social class and ethnic origin (Araujo, 2007;Ball, 1981;Bradbury, 2011;Commission for Racial Equality, 1992;Gillborn, 2008;Gillies & Robinson, 2012;Hallam, 2002;Hallam & Toutounji, 1996;Rollock, 2007;Strand, 2012;Sukhnandian & Lee, 1998;Tikly, Haynes, Caballero, Hill, & Gillborn, 2006;Wiliam & Bartholomew, 2004). Put simply, teachers' expectations of black students and their white working class peers tend to be systematically lower than warranted by their performance in class.…”

A Fresh Start for a ‘failing school’? A qualitative study

“…The data collected indicate that minority ethnic pupils in the form studied were disadvantaged by the school's approach to selection (this is explored in detail in Araú jo, 2007). Although 'standards' were raised, it is not certain that all pupils benefited equally.…”

“…This paper draws on a wider qualitative study that explored how perceptions of pupils' discipline and attainment articulated with ethnicity, gender and social origin, shaping their schooling experiences (see Araú jo, 2005Araú jo, , 2007. The school that agreed to host the study was signalled by an inspector working on racial equality.…”

Housing mix, school mix: barriers to success

“…As in the housing sphere, social mix does not automatically lead to social mixing as in-school factors such as setting and subject choice can serve to institutionalize social differences (Araujo 2007;Davies et al 2008). …”