Reforming Education: Lessons from the Leaving School in

Ireland Study

Emer Smyth

http://www.esri.ie/publications/search_for_a_publication/search_results/view/index.xml?id=3944

The Leaving School in Ireland study

Follow-up of cohort from the Post-Primary Longitudinal Study: around 900 students from 12 case-study schools who were followed from first year to final year of second-level education; surveys and group interviews

Leaving School in Ireland study:

Leaving Certificate leavers from this cohort were surveyed (2011), 3-4 years post-school

In-depth qualitative interviews with a sub-group

Lessons from the LSI study: outline

1. Schools matter for longer term outcomes:

Role of early educational success

School social mix and climate

Guidance and decision-making

2. Mismatch between second-level and FE/HE teaching and learning: implications across educational sectors

What happens after school?Post-school pathways

0%

25%

50%

75%

100%

Male Female

Higher education

PLC non-progression

PLC progression

Apprentice

LM entrant

School factors: Junior cycle experiences

Capacity to cope with schoolwork (academic self-image) in 2nd year enhances entry to HE

Educational aspirations are formed early (junior cycle) and are very stable thereafter

Negative interaction with teachers reduces participation in PLC and HE

Impact of ability grouping, with streaming more prevalent in disadvantaged schools

Influence of junior cycle factors: Ability grouping

0%

25%

50%

75%

100%

Mixed ability Higher Middle Lower

Status at time of survey

Unemp/oth

Appr/tr

Working

PLC

HE

Role of access to higher level subjects

0%

25%

50%

75%

100%

<3 4-7 8+

No. higher level JC

HE

PLC

Appr

LM entrant

Early educational success: JC grades

0.

2.

4.

6.

8.

10.

LM entrant Appr PLC non-prog PLC prog HE

JC

gra

de

po

int

English

Maths

Senior cycle factors

Liking school enhances entry to all forms of post-school ET

Negative interaction with teachers reduces entry to post-school ET

School social mix and pathways

0%

25%

50%

75%

100%

Working-class Mixed Middle-class

HE

PLC

Apprentice

LM entrant

Impact of school social mix – why?

Use of ability grouping

Access to higher level subjects

Lower Junior Cert exam grades

Differences in school climate – relations with teachers

Higher education as ‘taken for granted’ in middle-class schools

Lower expectations in working-class schools

Guidance and decision-making

Aspirations to higher education emerge as early as junior cycle – implications for guidance

Parents play a very important role in supporting choices throughout second-level education but vary in their ‘insider’ knowledge

Guidance counsellors become more important at later stages, especially for working-class youth

Most helpful form of advice

0. 7.5 15. 22.5 30.

Other family member(s)

Sibling(s)

Friends

Someone studying course

Another teacher

Someone working in the area

Father

GC

Mother

%

Most helpful advice by school social mix

0.

8.

16.

24.

32.

40.

Middle-class Mixed Working-class

%

Mother GC

Perceptions of formal guidance

Young people were broadly satisfied (65%) with guidance in survey but more complex views from interviews

Positive features: Amount of information; responsive to student needs Use of aptitude tests One-to-one sessions were a key factor:

We had like the career guidance counsellor, like we went to her like one to one and she’d go through [the information] with us and tell us, you know, what would be suited to us to do in college and how we’d get into it like. So she was helpful. (Siobhan, Belmore Street, PLC and higher education)

Positive perceptions (2)

Personal qualities of the GC:The guidance counsellor was probably one of the best people you could ever have ... But he was great, he told us all the information ... All you had to do is go to him and say something to him and he helped you. (Brian, Dawes Point, unemployed)

Open days:I went to a few [open days] and I think they are probably the best way to kind of get a feel to talk to actual students that are studying and stuff like that, you know, and what the course is about and stuff but like yeah they were probably the best way I found out about stuff. (Denise, Harris Street, higher education)

More critical views of guidance

Lack of time, especially for one-to-one sessionsMaybe more of a one-on-one session [is needed] ... they should talk about people’s personality and what they would like and not just getting them to tick off pieces of paper, actually getting to know the person like, and then making an ... informed decision and, you know, helping them decide, talking to them about it and maybe giving them information on what the course would be like. (Sandra, Belmore Street, higher education)

Earlier guidance - some options already closed offI was looking at the CAO form and it’s like I can’t do that because I

don’t do sciences, I can’t do that because I don’t do business. Should have got it [guidance] a long time ago like. (Argyle Street, 6th

years, mixed intake coed school)

Critical views (2)

Over-emphasis on HE and CAO applications:

If you want to do a trade, it’s no good.Because they don’t talk about trades really.

They don’t talk about trades really, you have to go and do that yourself. (Dawes Point, working-class boys’ school)

I suppose maybe we could have been given a bit more information like about you know, possibly things you could kind of do out of courses ... rather than let’s say just courses themselves, you know. (Ronan, Park Street, PLC and higher education)

Transition to further/higher education

0.

25.

50.

75.

100.

Teaching & learning very differentMy schoolwork prepared meCourse involves lot of project workCourse involves lot of tests/exams

% HE PLC

Main challenges in first year of ET

0. 12.5 25. 37.5 50.

Fees/costs

Knowing what standard expected

Course difficulty

Juggling work and study

Time for other interests

Timely completion of coursework

Balancing personal relationships

%

Major problem

Moderate problem

Shift to self-directed learning

Challenges of knowing what standard to expect and course difficulty; ‘dealing with deadlines’In school you’re learning for an exam, in college you’re learning to think for yourself, it’s just completely different. I don’t think school really prepares you for it. (Sandra, Belmore Street, higher education)

There’s a lot of self-directed work compared to being in secondary school where you’ve got someone always behind you and saying, pushing you like ‘you know you have to do this, you’re in sixth year, your Leaving Cert is coming up’. (Fiona, Barrack Street, higher education)

Academic Difficulties

Greater among: Science and engineering students

Those who worked part time

Family illness/disability

Mediating role of support in college/institutions

Academic difficulties central in course non-completion, particularly course not being as expected

Implications for policy

Importance of junior cycle reform – a positive and engaging experience for all

School climate: relations with teachers are a key influence on later educational participation; implications for ITE and teacher CPD

Whole-school and specialist guidance throughout second-level education; especially important for disadvantaged students and schools

Mismatch in teaching and learning – importance of emphasis on self-directed learning in junior cycle reform; similar issues for senior cycle

Responsibility of educational institutions – academic and social supports