Headteachers are demeaning themselves in their rush to criticise the new English Baccalaureat figures included for the first time in this year’s league tables, and thereby excuse their own schools’ poor rankings.
The English Bac, or EBac, is awarded if a student gains GCSE grade C or above in each of English, Maths, Double Science, a humanities subject and a language.
Complaints have grouped into three main lines:
1. No time to properly game the system.
The main complaint is that the figures are retrospective, with the rules of the game only published after the exam results were out. ‘How can we be expected to do well without the time to change our curriculum policies?’ chant the headteachers.
This exposes the key moral weakness of modern schools, which is that directly manipulating the key indicators to make the school look good is preferred to actually improving the pupils’ education.
Gaming the system, then, is the main occupation of school managers.
2. The EBacc is a return to Academic Snobbery.
Why not allow vocational courses as well?
Schools have a choice to make. Enter children on to the course with the best educational aims (say, French or Science GCSEs) when many will achieve grades D to G passes and so not count in the laegue tables. Or, enter them for vocational courses such as the Btec, that guarantee the ‘equivalent’ of four GCSE grade Cs to any pupil still conscious at the end of the course.
The choice is really this stark, and sadly most schools go for option B with varying degrees of enthusiasm. Those under the cosh from Ofsted especially realise this is the only way out of ‘special measures’. Look at the tables and you can spot such schools: they will have improved their 5 A to C figures at improbably fast rates, have high CVA (value added) scores from the additional ‘equivalent’ courses and LOW EBacc rates.
The ‘most improved’ school in the country, Perry Beaches in Birmingham, has moved its 5 A to C figures from 21% to 74% in four years. CVA is also high, but only 3% got the EBacc. Since it takes four or five years to progress through the school as a pupil, the changes must have been instantaneous to have fed through this quickly.
Certificates of GCSE equivalent passes shouldn’t count if everyone passes them. It misleads prospective parents into thinking the school is academic and improving, when it is only the figures that are going up. The quality of the education may actually be declining in these schools as they move from GCSE to Btec and other similar courses.
3. Independent schools are unfairly penalised.
Independent schools are not restricted to only offer courses approved by the politically directed Qualification Curriculum Authority which only approved courses with sufficient levels of coursework in their assessment schemes.
Independent schools don’t approve of coursework, so many offer alternative courses, such as Classical Civilisation, which don’t count towards the EBacc, damaging their figures.
Now, this is a fair complaint. But Independent schools are not compelled to enter the League Tables manipulation game, or even publish figures at all. They are free to create their own tables if they wish so they can compete on their own manicured level playing fields with their own rules.
Unfair, perhaps, but they can take their ball and play elsewhere if they don’t like it.
Less Gaming, Please.
The arrival of the EBacc has embarrassed lots of schools. They complain of the pressures of league tables and the focus on A to C grade passes which excludes the varying efforts of anyone not near the grade boundaries. But they should welcome anything that makes gaming harder and so less attractive. Less gaming should herald a move back towards professional judgements in schools instead of political ones, where the children come first.
I won’t be holding my breath though. Heads have been manipulating their table positions for a long time, and will be looking for ways to continue the game. It is all many of them know.