From Leaving CertiFiCate to Leaving SChooL a Longitudinal Study ...

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x From Leaving Certificate to Leaving School 2.2: Proportion of sixth year students who find the selected subjects interesting (those taking the subjects only) ..................................... 26 2.3: Proportion of sixth year students who find the selected subjects useful (those taking the subjects only) .............................. 27 2.4: Proportion of sixth year students who find the selected subjects difficult (those taking the subjects only) ......................................... 28 2.5: Take-up of subject levels in Irish, English and Maths by gender.... 30 2.6: Take-up of higher level Irish, English and Maths by Junior Certificate grades (quintiles) ........................................................... 31 2.7: Take-up of higher level Irish, English and Maths by school........... 32 2.8: Proportion of students moving from higher to ordinary/foundation level in Irish, English and Maths.................... 33 2.9: Importance of different sources of advice in deciding Maths level (%‘very important’/‘important’)............................................. 39 2.10: Prevalence of different teaching methods by Leaving Certificate programme (% ‘every lesson/most lessons’)................ 43 2.11: Use of different forms of learning (% ‘never’) by Leaving Certificate programme...................................................... 44 2.12: Perceived pace of instruction by Junior Certificate performance.. 45 2.13: Proportion taking private tuition (grinds) by school (LCE/LCVP students only) ............................................................ 50 2.14: Proportion taking private tuition (grinds) by social class background..................................................................................... 51 2.15: Positive and negative teacher-student interaction across year groups............................................................................................. 60 2.16: Self-reported misbehaviour across year groups by gender............ 61 3.1: Comparison of schoolwork and homework with fifth year............. 72 3.2: Time spent on homework and study per weekday evening............. 74 3.3: Proportion of students spending four or more hours on homework/study per evening by school.......................................... 75 3.4: Current stress levels among sixth year students (% ‘more than usual’/‘less than usual’)................................................................... 78
List of Tables and Figures xi 4.1: Average number of higher level subjects taken in the Leaving Certificate exam (LCE/LCVP)........................................................ 98 4.2: Leaving Certificate grade point average by school (2007- 2008) .............................................................................................. 101 4.3: Junior Certificate grade point average by school (2005)............... 103 4.4: Average grade points in English (2007-2008)............................... 104 4.5: Average grade points in Irish (2007-2008) ................................... 105 4.6: Average grade points in Maths (2007-2008)................................. 107 4.7: Proportion taking LCA in the case-study schools, 2007 and 2008 combined ............................................................................... 108 4.8: Average number of higher level Leaving Certificate subjects, lowest two quintiles of Junior Certificate performance only ......... 110 4.9: Leaving Certificate grade point average by social class background..................................................................................... 111 4.10: Leaving Certificate grade point average by reading and maths test scores on entry to second-level education..................... 112 4.11: Leaving Certificate grade point average by Junior Certificate performance (quintiles) .................................................................. 113 4.12: Leaving Certificate grade point average by class allocation at junior cycle..................................................................................... 114 4.13: Between-school differences in Leaving Certificate grade point average, controlling for gender, social background, test scores on entry to second-level education and Junior Certificate performance.................................................................. 128 5.1: Access to guidance ........................................................................ 133 5.2: Satisfaction with guidance classes and individual sessions........... 134 5.3: Satisfaction with guidance provision............................................. 149 5.4: Influences on future plans (% ‘very important’/ ‘important’)....... 162 5.5: Proportion of different influences considered ‘very important’ or ‘important’ by social class mix of the school........... 162 6.1: Perceived benefits of second-level education, as reported by sixth year students ......................................................................... 178
Page 1: The Economic and Social Research In
Page 5 and 6: FROM LEAVING CERTIFICATE TO LEAVING
Page 7 and 8: CONTENTS List of Tables and Figures
Page 9: Contents vii 5.3.3 Always Wanted to
Page 14 and 15: xii From Leaving Certificate to Lea
Page 17 and 18: EXECUTIVE SUMMARY Introduction Curr
Page 19 and 20: Executive Summary xvii centrate on
Page 21 and 22: Executive Summary xix to higher edu
Page 23: Executive Summary xxi Such a focus
Page 26 and 27: 2 From Leaving Certificate to Leavi
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Page 44 and 45: Chapter Two CURRICULUM, TEACHING AN
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38 From Leaving Certificate to Leav
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Chapter Four LEAVING CERTIFICATE EX
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Chapter Five GUIDANCE AND DECISION-
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REFERENCES Airasian, P.W. and Madau
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References 241 Grodsky, E., Warren,
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References 243 Mickelson, R.A. (199
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References 245 Smyth, E. and Calver
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Current debates about senior cycle
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