Bacc to the future

I've blogged at the Sutton Trust website about new research on EBacc progress today.

Next month, hundreds of thousands of young people will learn their GCSE results. Their schools will be judged for the first time not on the proportion gaining five good GCSEs, but on the more complex Progress 8 measure (as well as English and Maths results). Crucial to the Progress 8 score will be the numbers who achieve the English Baccalaureate (EBacc) – English, Maths, two sciences, languages and history or geography.

In January, I blogged about some of my concerns about how well the changes will be understood by parents and employers, and that the challenge of gaining eight decent GCSEs could make it much harder for schools that have struggled successfully to improve the numbers gaining five good GCSEs, including many academies.

So, to some extent today’s research brief, Changing the subject, by Becky Allen and Dave Thompson at Education Datalab, is encouraging. The brief looks at what happened to schools between 2010 and 2013, including a group of 300 ‘curriculum change schools’ that substantially increased the proportion of their students taking languages, humanities and science subjects.

It shows that pupils at those schools – including disadvantaged students – benefited from the changes. Encouragingly for the government, there was some narrowing of the gap between rich and poor students, and an improvement in the numbers taking A-levels and other post-16 qualifications. Moreover, there was no adverse impact on English and Maths results.

That is all to be welcomed. What seems to have happened is that pupils of average ability at the age of 11 who might not previously have taken the full range of EBacc subjects are now being encouraged to do so at these ‘curriculum change schools’. The report also shows that if disadvantaged students were entered at the same rate as other students of similar ability, another 11,000 would be doing languages and 15,000 more taking humanities subjects. Triple science take-up had already been improving as a result of changes made a decade ago, and continues to improve, but there is still a 5,500 shortfall based on ability.

There are other issues raised by this study. The Government has set a target that 90% of all students should take the EBacc. As evidence that this is possible, they cite a handful of successful academies in London. But the reality is that even in these curriculum changers – keen enthusiasts for the reform – take-up is nowhere near 90%. 57% take a language, a considerable improvement from 26% previously. But some schools that forced all pupils to take a language have had to switch course. One head told us: “Results plummeted and a high level of disaffection was the result. By making the language element optional I now have students in year 10 taking French who want to study it and I expect to see results rise.”

What that suggests is that a goal of perhaps 70% would still be hugely ambitious, but would be more realistic. There is then the challenge of finding enough good specialist teachers, particularly for languages, physics and chemistry.

At the heart of the debate is some confusion over how best to ensure that disadvantaged students reach their potential. Those who argue that everyone – or nearly everyone – should take the full suite of EBacc subjects see this as the best way to ensure that able students don’t lose out. And as these schools show, there is real potential for growth in take-up. The gap we have identified is one such group, and these 300 schools should be a good benchmark for other schools.

So, tens of thousands more students could and should be doing the EBacc subjects. That would make sure that able students aren’t losing out. But equally we need to ensure that we are not entering students not taking the EBacc – more likely to be a third than a tenth of students – have a rigorous technical baccalaureate as an alternative. With the recent Sainsbury review likely to lead to strong reforms in this area, this could be a valuable entry route for such students.

Today’s research brief is a valuable insight into what’s been happening with the EBacc. But it also provides food for thought as schools await their first Progress 8 results next month.

The danger of dumbing down GCSE statistics

Damian Hinds, a Conservative MP, tells us this morning that a set of figures he has compiled from Parliamentary Questions 'show categorically how, over 13 years, the last Labour Government undermined the lifechances of a generation by steering them away from the subjects that employers value most.' Having been a part of that Government's education policy for six of those 13 years, I must have missed the deliberate steering.

It is true that - in line with the approach generally advocated by the Conservative front bench towards the National Curriculum - Estelle Morris removed compulsion in modern foreign languages for 14-16 year-olds, in order to focus more on 7-11 year-olds and to allow a disaffected minority to pursue vocational options. But then it is equally true that a concerted drive from 2006 by Labour ministers to encourage take-up in STEM subjects has halted a decline that began under the Conservatives in subjects like Physics and has led to big improvements in take-up of science and Maths subjects at A-level and GCSE for five years. It is also the case that when it became clear that there was some 'gaming' going on as a result of GCSE equivalences - equivalences that had been recommended by independent advisers for courses that at the time had little take-up - the Labour government shifted the main GCSE measure from 'any GCSEs and equivalents' to one that includes English and Maths.

That remains the main measure by which the Government judges schools; and under it, the number of schools with fewer than 30pc of pupils gaining five good GCSEs including English and Maths fell from 1600 to fewer than 100 last year. Michael Gove has raised the benchmark in response. And the proportion of pupils gaining five good GCSEs (or equivalents) including GCSE English and Maths rose from a 35% in 1997 to 54% in 2010. Indeed even if one focuses just on GCSEs and excludes all equivalent qualifications, the proportion is 49.5%, still a substantial and real improvement.

So, it is simply nonsense to suggest that Labour was engaged in some elaborate dumbing down exercise. Indeed the Labour government maintained and strengthened the Standards over Time work started by the previous Conservative government. Labour's main interest was in seeing far more schools and pupils reaching a benchmark that is accepted by Damian Hinds' colleagues as valid; in that it succeeded so well that the floor targets have been kept by the coalition.

But it is also the case that academic qualifications will not be the answer for everyone: we need more technical and applied options of real value, something Labour tried to achieve with the Diplomas, and succeeded in some like Engineering (according to Tory adviser Sir James Dyson) and IT. And the current Government really does need to decide where it stands on pre-16 vocational qualifications: Alison Wolf thinks they're generally a mistake if they take up more than 20% of curriculum time; Ken Baker wants more technical education from 14 with his excellent university technical colleges initiative. The truth is that the academic core of the EBacc will not be right for every student, which is why Labour focused on English and Maths, and saw substantial improvements in both, especially in the poorest schools. Rather than trading silly insults, perhaps  Mr Hinds, whose Conservative-led education select committee recently damned the EBacc, could assist in resolving the split in his own ranks that really does matter to young people's futures.

Should languages really be compulsory up to GCSE?

Tim Hames repeats the Times line - I assume it is he who has written the impassioned leaders over the years - that the removal of compulsory languages from the curriculum for 14-16 year-olds is a national disaster. But his argument rests on several false assumptions. For a start, there was little use in the majority of young people learning rudimentary French, the language of choice in most schools. Spanish or Mandarin, both of which are growing in popularity, are far more important for business purposes. Second, languages should be taught primarily in primary school: by 14 it is often too late, so the government is right to shift compulsion from 11-16 to 7-14, though it is a fair point that it might have done this before removing compulsion. But third, if we want better linguists, we do need to focus on the best language students, and they will learn better with those who want to learn; they are the ones who should be incentivised to study languages at university, so long as we are confident there is the genuine demand for them. When Estelle Morris dropped compulsion, she did so because 15-20% of pupils were not doing languages anyway, and her hope was that the numbers dropping it legally would be of similar proportions. No school is prevented from making or keeping languages compulsory; I am a fan of the IB, which makes languages a compulsory component. With the proposals of the Dearing Review, it is to be hoped that more schools and universities will encourage more students to learn languages. But let's not get carried away: requiring every 15 year-old to do languages will not make them linguists nor will it address our languages deficit; getting it right at seven might just do so.