CLASS SIZE AND PUPIL-TEACHER RATIO: POLICY AND PROGRESS
Susan Weir, Peter Archer, and Laura McAvinue
Educational Research Centre, St Patrick’s College, Dublin
Government policy relating to reduction in class size and pupil-teacher ratio over the past 50 years is outlined. Since the 1980s, the policy has focused on positive discrimination towards schools serving pupils in disadvantaged areas. An examination of statistics reveals a decline in overall pupil-teacher ratio from 32.4:1 to 16.6:1 over the period 1967/68 to 2005/06. Statistics for single-grade class size for the period 1985/86 to 2005/06 also show a decline, more so in junior than in senior classes. Time-series analyses indicate that the introduction of schemes involving reduction in class size to address disadvantage was associated with a perceptible departure from overall trends. Class size in the urban dimension of Giving Children an Even Break (GCEB) was found to be smaller than class size in other urban schools.
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THE BONUS FOR IRISH IN THE LEAVING CERTIFICATE EXAMINATION
Eoghan Mac Aogáin, David Millar, and Thomas Kellaghan
Educational Research Centre, St Patrick’s College, Dublin
Bonus marks awarded to a random sample of candidates (n=818) who sat Mathematics, French, History, and Economics, at Higher and Ordinary levels, through Irish in the 2002 Leaving Certificate Examination were analysed to determine the size and distribution of the Irish bonuses, and their impact on candidates’ CAO points scores. Because points are awarded in multiples of 5 (corresponding to a grade interval), the possible points gains due to the Irish bonus in one examination are 0, 5 or 10. Over half (52.3%) of candidates received no additional points; 42.4% were awarded 5 points; and 5.2% were awarded 10 points. An analysis of scripts and examination papers indicated that the face values of bonuses were in line with the language tasks they contained. Requests for Irish-medium papers submitted by schools three months in advance of the examination show that 2,063 candidates, or 2.3% of all candidates sitting the four subjects in 2002, requested Irish-medium papers. The requests were mostly (93.7%) from All-Irish schools, from girls more than from boys, from Higher level candidates more than from Ordinary level candidates, and for papers carrying a 5% bonus or less rather more than for papers carrying a 10% bonus.
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OPINIONS OF THE IRISH PUBLIC ON THE AVAILABILITY OF INFORMATION ABOUT SCHOOLS
Thomas Kellaghan and Michael Daly
Educational Research Centre,St Patrick’s College, Dublin
In a survey of a representative sample of the Irish adult population (aged 15+ years) (n=1,511), respondents categorized by gender, age, socioeconomic level, school-leaving standard, and whether or not they had children in the education system, were asked in interview their views about the adequacy of information that schools provide to parents about how well their children are doing and about the school’s performance in general. They were then asked if they agreed with a series of statements relating to making information about schools available in the following forms: an annual report on a school’s performance, inspectors’ evaluation reports, rates of absenteeism, dropout rates, literacy and numeracy achievements of students (primary schools), public examination results (secondary schools), number of students who go to third-level education (secondary schools), and students’ improvement in achievement while in school (secondary schools). All categories of respondent exhibited differences in the percentage agreeing with some statements. The greatest variation in views was associated with the socioeconomic status of respondents, due mainly to the deviation of respondents categorized as farmers, both in their satisfaction with the current situation and in their agreement with the need to provide more information. Respondents who were still in the education system (and respondents in the youngest age category) indicated the greatest satisfaction with the information currently available and were less likely to agree that there was need for a greater amount of information.
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TOWARDS PARTNERSHIP: THE DEVELOPMENT OF PARENTAL INVOLVEMENT IN IRISH PRIMARY EDUCATION SINCE 1970
Brian Mac Giolla Phádraig
Department of Education and Science
Policies and initiatives designed to promote parental involvement in Irish primary education since 1970 are described at two levels: those that were targeted at the entire education system and those directed at dealing with educational disadvantage or social exclusion. System-wide initiatives considered are the 1971 curriculum, the establishment of boards of management, the multi-denominational and gaelscoil movements, Circular 24/91, the Report on the Review of Primary Education, the Education Act, the Education Welfare Act, and the Revised Curriculum. Strategies that focused on educational disadvantage are the Rutland Street Project, the Disadvantage Area Scheme, the Home School Community Liaison Programme, Early Start, Breaking the Cycle, Giving Children an Even Break and the DEIS initiatives. The paper considers how the understanding of partnership evolved and identifies the particular model of partnership embraced by specific initiatives.
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PISA: ISSUES IN IMPLEMENTATION AND INTERPRETATION
Eemer Eivers
Educational Research Centre, St Patrick’s College, Dublin
Issues with the conceptualization, implementation and interpretation of the OECD Programme for International Student Assessment (PISA) are examined. The values that underpin the project are discussed. What PISA is intended to measure (preparation for life, key competencies, real-life challenges, curriculum independence) is contrasted with what it probably measures. Issues are identified relating to cultural fairness (quality and equivalence of translations, anglophone origins, response styles, importance accorded to the test) and the representativeness of participating populations (samples, response rates, adjustment for nonresponse).
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