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SOCIOLOGY: EDUCATION POLICIES - ALL - Coggle Diagram

- - - - status should be attained by efforts + abilities, not ascribed status
  - - - could be suggested to be a determining factor for how the rest of a child's life would play out
      - TYPES OF SCHOOLS
        
        grammar: for those who passed 11+, academic curriculum -> children likely to go to have professional careers
        
        secondary modern: for those who failed 11+, non-academic curriculum -> children to go on to have manual jobs
        
        technical: similar to secondary modern, also for those who failed 11+
  - - - ignored environment greatly affects chances of success
      - suggested ability is innate
    - - also produced gender inequality
        
        girls required higher marks to get into grammar schools
      - created class inequality
- - - - critics argue it increases inequality; *ball - league tables/ funding formula reproduce class inequalities between schools
      - popular schools=more funding, better-qualified teachers, better facilities
      - popular schools are more selective + attractive, so have more m/c applicants, while unpopular schools are the opposite
      - popular schools thrive, in contrast to unpopular, resulting in funding being reduced
    - - gerwitz: 14 london secondary schools; parents' economic + cultural capital lead to class differences in how far they can exercise choice, identifying three types of parents
      - marketisation advantages m/c where their economic + cultural capital puts them in a better position
      - parent types
        
        privileged-skilled choosers: m/c parents using their economic + cultural capital for their children, so they knew how school admissions worked, they had time, and could afford to move their children around for the best deal of education
        
        disconnected-local choosers: w/c parents with their choices restricted by lack of economic + cultural capital, found it difficult to understand school admissions, less aware of choices, couldn't manipulate the system
        
        semi-skilled choosers: w/c, but had ambitions for their children, lacked cultural capital but used other people's opinions
    - - ensures schools that achieve good results are more in demand
      - cream-skinning and silt-shifting
        
        cream-skinning: good schools - more selective, choose customers, recruit good m/c pupils
        
        silt-shifting: good schools avoid taking on less able pupils
- - - - payments to encourage pupils to stay on post-16, is positive reinforcement as a financial incentive to gain more
    - - more literacy/ numeracy hours, reducing primary school class sizes to reduce inequality, enabling teachers to focus on struggling students, improving skills to improve chances of success
    - - raises aspiration of underrepresented in h.e, encouraging people to attend h.e for more quals, and is able to encourage a balance by widening variety of options available to groups like w/c, ethnic minorities
    - - giving a fresh start to struggling inner-city schools with mainly w/c pupils: more educational opportunities, creating equality with more affluent schools, funding comes from govt. and are independent, increasing standards
    - - allows disadvantaged/ underrepresented in deprived areas to have access to more resources to aid their education and gain more qualifications, reducing cultural + material deprivation
    - - for state schools, providing thins like resources, which reduces cultural + material deprivation
    - - core purpose is to improve outcomes for young children (especially disadvantaged) to reduce inequalities in child development + school readiness. has four aims: provide high quality + affordable early years, raise parenting aspirations, self-esteem + skills, improve child + family health, acting as a hub for the community
- - - - 2010 onwards: schools encouraged to leave local authority control, funding taken and directly to academies, and academies were given control over their curriculum
      - 2012: over half of all secondary schools were funded directly by the state