The new disadvantage programme, Giving Children An Even Break, was launched in 2001 to deal with educational disadvantage in primary schools. The schools targeted under the programme were identified through a comprehensive and objective survey of primary schools carried out in March-April 2000 by the Educational Research Centre, Drumcondra, on my Department's behalf. Over 75% of primary schools took part in the survey. Indicators such as unemployment, medical card possession and rented local authority housing have been found in the past to be reliable indicators of levels of disadvantage in schools.
The survey provides a valuable basis for directing resources to the areas of greatest need. All of the schools identified as having enrolled pupils with characteristics of disadvantage were invited to participate in Giving Children An Even Break.
The programme subsumes the previous process of designation of schools that serve areas of educational disadvantage. My Department's approach is now refined to ensure that the individual ‘at risk' pupils are targeted. Rather than the old method of designating additional schools, my Department now provides support that is commensurate with the levels of concentration in schools of pupils with characteristics that are associated with educational disadvantage and early school leaving.
Over 2,300 participating schools in Giving Children An Even Break are eligible to receive a range of additional supports including teacher posts and financial supports to be targeted at disadvantaged pupils. The additional supports to be provided reflect the level of concentration of pupils from educationally disadvantaged backgrounds in each school invited to participate in the programme.
Rural schools, with the highest concentration of pupils with characteristics that are associated with educational disadvantage, have been allocated the services of a teacher/co-ordinator who will work in clusters of four or five schools. The schools are also benefiting from the allocation of supplementary grant aid towards providing additional educational supports for the children concerned. My Department is giving consideration to appropriate in-career development to support the work of the co-ordinators.
At the launch of the programme it was indicated that it would operate for three years and be subject to external evaluation. Its future will be determined in the light of the outcome of the evaluation and in the context of a broader review of the range of initiatives to address educational disadvantage.