Arguments against grammar schools

1. Educational Inequality :

There is a lot of debate surrounding educational inequality and whether grammar schools are actually beneficial or not. Some say that grammar schools help to create a more meritocratic society, while others argue that they simply entrench existing social inequalities.

There is no doubt that there is a lot of inequality in the education system. Some children have access to far better resources and opportunities than others. This can be seen in the stark differences in outcomes between different schools.

Grammar schools are often seen as a way to address this inequality. By selecting students based on academic ability, it is argued that grammar schools give all children a fair chance to succeed.

However, there is also a lot of evidence to suggest that grammar schools simply entrench existing inequalities. Studies have shown that children from wealthier backgrounds are more likely to get into grammar schools, as they are more likely to have been tutored or to have had access to better resources.

It is clear that there is no easy answer to the question of educational inequality. Grammar schools may help to level the playing field, but they also have the potential to further entrench existing inequalities. 

2. Social Inequality :

Grammar schools are often seen as a way to social mobility, but research suggests they actually entrench social inequality. A study by the Sutton Trust found that children from poorer backgrounds are less likely to get into grammar schools, even if they achieve the same test scores as their wealthier peers.

This is because children from poorer backgrounds are less likely to have access to the kind of high-quality tutoring that can help them prepare for the entrance exams. They’re also more likely to come from schools that don’t have the resources to prepare them for the exams.

Grammar schools can also exacerbate social segregation. A study by the Centre for Cities found that, in areas with grammar schools, the average difference in test scores between the richest and poorest pupils was 11 percentage points higher than in areas without grammar schools.

This is because children from wealthier families are more likely to get into grammar schools, and they’re then segregated from their less privileged peers. This can lead to a vicious cycle, where the most advantaged children are more likely to get into the best schools, and the most disadvantaged children are left behind. 

3. Lack of Evidence that Grammar Schools Boost Social Mobility :

There is a lack of evidence that grammar schools boost social mobility, according to a report by the Social Mobility Commission. The report found that while grammar schools may help some children from low-income families get into top universities, they do little to increase the overall number of children from disadvantaged backgrounds going to university. The report also found that grammar schools are more likely to increase social segregation than social mobility. 

4. Selection at Age 11 is Unfair :

There are several arguments against the selection of pupils at age 11 into grammar schools. One of the main arguments is that it is unfair.

It is not fair on those pupils who do not get into a grammar school. They may have worked hard but have not achieved the necessary test scores. This can lead to feelings of failure and low self-esteem.

It is also not fair on those pupils who do get into a grammar school. They may have only just scraped through the selection process and may not be able to cope with the academic demands of the school. This can lead to them feeling under pressure and stressed.

In addition, the selection process itself is often criticized as being unfair. The tests that are used are not always an accurate reflection of a pupil’s ability. Pupils from more affluent backgrounds may have had better tuition and be more familiar with the types of questions that are asked.

The selection at age 11 is therefore unfair on both those who are selected and those who are not. It can lead to feelings of failure, stress and anxiety. It is also often criticized as being an inaccurate and unfair process. 

5. Admissions Criteria are Flawed :

The five admissions criteria are flawed in a number of ways. First, they are based on a test that is not an accurate measure of a child’s ability. Second, they do not take into account a child’s social and emotional development. Third, they can create a sense of competition and anxiety in children. Fourth, they can lead to a feeling of failure in children who do not meet the criteria. Finally, they can encourage parents to place too much emphasis on their child’s academic achievement. 

6. Grammar Schools are Bad for Local Comprehensive Schools :

There are several arguments against grammar schools that suggest they are bad for local comprehensive schools. One argument is that grammar schools create a two-tier education system, with some students attending high-quality schools and others attending lower-quality schools. This can lead to social divisions and a lack of opportunities for students in comprehensive schools.

Another argument is that grammar schools can lead to a decline in standards in comprehensive schools. This is because comprehensive schools may feel they have to lower their standards in order to compete with grammar schools. This can result in a decline in the quality of education overall.

Finally, it is argued that grammar schools can have a negative impact on social cohesion. This is because they can increase social divisions between those who attend them and those who don’t. This can lead to tension and conflict between different groups in society.

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