Educational Policy

• Industrialisation increased the need for an educated workforce

• In the later 19th century, the state became more involved in education

• In this period, the education a child received depended on their class background

• Middle class children were given an academic curriculum whereas working class children received basic numeracy and literacy, and learnt to be obedient in factory work

• In 1944, education began to be shaped by the ideas of meritocracy
• This is the belief that status is achieved through merits and skills
• In 1944, the Education Act brought on the tripartite system
• The needs and aptitudes of pupils were identified by the 11+
• There were 3 schools:

1) Grammar schools

• Academic curriculum
• Non-manual jobs
• Passed the 11+

2) Secondary Modern

• Non-academic practical curriculum
• Access to manual work

3) Technical schools

• Only existed in certain areas

Rather than promoting meritocracy, the tripartite system and 11+ introduced class inequality

• Introduced from 1965 onwards
• Aimed to overcome class inequalities which were created by the tripartite system
• The 11+ was abolished along with grammar and secondary modern schools
• These schools were replaced with comprehensives, which all children in the area could attend
• Class inequality still existed
• Streaming: pupils were streamed into ability groups
• Labelling: working class pupils were labelled negatively whereas middle class pupils were labelled positively
• Comprehensives legitimised inequality even though all pupils now went to the same schools so it appeared they all had equal opportunities, regardless of their class backgrounds
• There were still 164 grammar schools in England

• The 1988 Education Reform Act introduced by Thatcher established the principle of marketisation in eduction, favoured by the New Right
• Created an education market by reducing state control over education and increasing competition between schools and parental choice of school
• New Right favour this - they argue that state control leads to low standards and inefficiency. Schools were now run like businesses that have to attract customers
• David describes this as parentocracy - rule by parents
• Supporters of marketisation argue that the power moves from the producers to the consumers
• This promotes diversity, givers parents more choice and raises standards
• Critics argue that it increased inequalities
• In addition, middle class parents are better placed to take advantage of the choices available
• Ball looked at how league tables and funding formula reproduces inequality

• Publication of league tables
• Business sponsorships
• Open enrolment
• Formula funding
• Being allowed to opt out of LEA control
• Competing to attract students
• Educational vouchers

Exam League Tables:

• Schools with good results are more in demand
• Schools can be selective and can recruit high achieving pupils (mainly middle class)
• Consequently, these pupils get a better education
• The opposite is true for schools in a poorer position

Formula Funding:

• Schools are allocated money depending on how many pupils they attract
• The more popular schools get more funding, attract better teachers and pupils and have better facilities

• Marketisation justifies inequality
• Ball believes that marketisation gives the appearance of creating a parentocracy, although he argues that this is a myth
• Gerwitz argues that middle class parents have more economic and cultural capital, and so can take better advantage of the choices available
• Compton and Leech show how middle class parents even move to different catchment areas for better schools