Vol. 491 No. 6
265 Mr. R. Bruton asked the Minister for Education and Science the nature of the evaluation of the Breaking the Cycle programme which is now under way; the parameters in respect of which the scheme is being evaluated; whether it involves performance in standardised tests compared to a control group; and if he will make a statement on the matter. [12617/98]
The evaluation of the Breaking the Cycle initiative, which is being conducted by the Educational Research Centre, Drumcondra, has examined the conditions in schools at the time of the introduction of the scheme, will monitor changes over the course of the scheme and will examine the overall effectiveness of interventions associated with the scheme. Specifically the evaluation will examine the use of additional resources in schools. It will also assess the impact of participation in the scheme on schools and on the attitudes of teachers and pupils. The effects of participation in the scheme on teaching practice and on pupil achievement and attainment will also be monitored.
The evaluation involves the assessment of pupil performance on standardised tests and baseline data have been collected on the reading and mathematics achievement of pupils in third and sixth classes in Breaking the Cycle schools. It is proposed to test pupils again in May 2000 in order to assess the effects of the scheme on pupil achievement.
The evaluation also will involve, over time, the assessment of pupil attainment by examining junior cycle completion rates among former pupils of Breaking the Cycle schools, prior to and following the introduction of the scheme. Baseline data are also being gathered on the aggregate achievements in the 1997 junior certificate examination of pupils who received their primary education in Breaking the Cycle schools prior to the introduction of the scheme. This information will provide a basis for assessing the impact of the scheme on performance in the junior certificate examination of pupils currently enrolled in Breaking the Cycle schools.
