Parents in a market‐place: some responses to information, diversity and power

Abstract

To assess how far parents value diversity and use the information provided in the new educational market-place, 659 parents were interviewed. There was strong support for testing, especially among parents in non-manual occupations, and 60-70 per cent would use published test results in the hypothetical circumstance of now having to choose a school for their child. Most parents looked at league tables but three-quarters said that the tables had not made them think differently about their child's school. They were overwhelmingly positive about reports and follow-up meetings with teachers. However, parents are equivocal about opting out, and views are moving against the policy. The Parent's Charter had not generally been found helpful. Class-based difference was found in some areas, particularly in interest in governance. Although parents are very positive about their own children's schools and teachers, they seem to value the hard information about their children's progress which recent reforms have provided.

British South Asians and pathways into selective schooling: social class, culture and ethnicity

“…By and large, parents were found to be differentially knowledgeable about, or equipped, to access for their children selective schooling in all of its variant forms (Vincent, 1995;Thomas & McClelland, 1997;Ball & Vincent, 1998). Parents from lower social class backgrounds were far more reticent about their children's entry into independent or grammar schools at a younger age and at the age of 11 when crucial examinations had to be passed before entry.…”

Choosing a school: the impact of social class on the primary school decision‐making process

“…The most significant differences arose on selection criteria such as the existence of sixth form facilities, past examination success, the number of pupils in the school, the appearance of the buildings and the availability of help for pupils with special needs. Surveying parents on the specific recent changes in education rather than choice criteria Thomas, Vass and McClelland 13 found few class-based differences, although parents in manual occupations were more likely to favour testing at 11-14. Coldron and Boulton 14 also analysed responses by socio-economic groups but, once again, their study revealed that there was little variation between groups, although academic/educational criteria were more likely to be cited by those in employer/manager, professional and semiprofessional classifications.…”