Dáil Éireann debate -
Wednesday, 7 Jun 2000

Vol. 520 No. 4

Written Answers. - Disadvantaged Status.

Pádraic McCormack

Question:

248 Mr. McCormack asked the Minister for Education and Science the criteria used in the production of the recent survey of disadvantage in primary schools; the persons involved in drawing up the survey; the criteria used in its compilation; the reason there is such a bias in favour of pupils who will have left school before September 2000 and a serious bias against pupils who will most need resource support; the way in which he proposes to use the findings of the survey; and if he will make a statement on the matter. [16001/00]

Minister for Education and Science (Dr. Woods):

Currently, a three-year multi-sectoral programme costing £193 million forms the core feature of my commitment to addressing the needs of people who are at risk of, or who are experiencing, educational disadvantage.

The implementation of this programme at primary school level entails a survey of all primary schools to identify the level of concentration in each school of pupils who have background characteristics that are associated with educational disadvantage and early school leaving. In March 2000 my Department commissioned the Educational Research Centre, ERC, Drumcondra, to conduct this survey. A questionnaire for schools was developed by staff of the ERC in consultation with officials of my Department. Since the criteria used to select schools for the Breaking the Cycle project have been shown to be valid indicators of educational disadvantage, the current questionnaire draws on the analyses of applications and other data from that project and on the wider research literature.

The current questionnaire sought information from schools about the various socio-economic indicators that have been found to be associated with educational disadvantage. These include unemployment, possession of a medical card and residence in local authority housing. The questionnaire also includes items relating to early school leaving and low achievement in literacy and numeracy among senior pupils.

My Department and the educational research centre were conscious of the fact that completing the questionnaire would be a very demanding task for principal teachers. To reduce the burden, principals in large schools were asked to answer the questions in relation to one grade only which, for reasons of comparability of responses, had to be specified in the questionnaire. The most senior grade level was chosen because of the importance of getting information on early school leaving. This focus is based on clear evidence that, with few excep tions, the socio-economic composition of schools tends to be very stable. Therefore, I do not accept that the survey is biased in its focus on sixth class in the case of the larger schools. However, it is planned to carry out some follow-up work on the survey and the issues raised in the question will be further examined in that context.

More than 70% of schools returned completed questionnaires and staff at the educational research centre have just completed its initial analysis. I propose to allocate additional staff and other financial resources for 2000-01 to schools where the survey indicates both significant levels of socio-economic disadvantage among their enrolment and also a clear need for the resources. Further analysis of the questionnaire data will also be undertaken in the context of a wider examination of procedures for identifying disadvantage. This examination and any consequent refinement of school selection procedures will inform the allocation of resources for 2001-02 school year and for subsequent years.