Changes To Leaving Cert System Widens Gap Among Students

Changes to the Leaving Certificate grading system have led the achievement gap between disadvantaged schools and others to widen, according to a study by the Economic and Social Research Institute (ESRI).

The grading changes, as introduced in June 2017, were made to reduce the pressure students face during exam periods and enable them to have a broader and more rounded learning experience.

The amount of grading bands was increased from eight to 14.

Despite the intentions, ESRI added that the new system may be contributing to the demoralisation and stress of many students.

ESRI Research Professor Emer Smyth said that overall grades have not improved, but a greater number of students are being exposed to more complex material through higher level courses.

The research, commissioned by the National Council for Curriculum and Assessment on behalf of the Transitions Reform Group, demonstrates that more students are taking higher-level subjects, especially Irish, English and Maths, as a result of the new grading system.

This increase in the uptake of higher level subjects has caused a weakening of the overall grade profile for higher level exams.

In addition, less students in smaller and disadvantaged schools are taking up higher level subjects, especially in schools that form part of the DEIS (Delivering Equality of Opportunity in Schools) programme.

The research found that these facilities did not record the same increases in higher-level take up, widening the gap between DEIS and non-DEIS schools in terms of the proportion of students taking such subjects.

Small schools are also faced with constraints around class sizes and their ability to offer subjects at different levels to their students.

Education Minister Joe McHugh said: "We are still at an early stage of the reforms and we will need to continue to assess their impacts on students."

Selina McCoy, associate research professor at the ESRI, added: "The research points to challenges for students in making subject level decisions - with the incentives such that they feel pressure to stay with higher level, even though they may feel ill-equipped.

"As a consequence, time on other subjects is displaced and additional stress is created for students."



(JG/CM)