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

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112 From Leaving Certificate to Leaving School taken Drumcondra reading and maths tests on entry to first year. Figure 4.10 shows the variation in Leaving Certificate grades by ‘ability’ on entry, with a clear gradient in performance according to test scores in reading and maths. There is a correlation of +0.64 between first year reading score and Leaving Certificate performance. The correlation between first year maths score and Leaving Certificate performance is somewhat lower at +0.59, but is still substantial. Figure 4.10: Leaving Certificate grade point average by reading and maths test scores on entry to second-level education 25 20 G P A V 15 10 5 Reading Maths 0 Lowest 2 Middle 4 Highest Quintile Leaving Certificate performance is closely related to Junior Certificate performance, mainly because the two exams assess the same kinds of abilities and capacities but also because access to higher level subjects is influenced by subject take-up and performance within junior cycle (see Smyth and Calvert, 2011; and Chapter Two of this study). Leaving Certificate performance is found to be very highly correlated with Junior Certificate performance (+0.86). Figure 4.11 shows the gradient in Leaving Certificate performance according to levels (quintiles) of Junior Certificate grades. There is a very substantial performance gap between those in the lowest fifth and those in the highest fifth, amounting to 12.5 (out of a maximum of 28) grade points per subject.
Leaving Certificate Exam Performance 113 Figure 4.11: Leaving Certificate grade point average by Junior Certificate performance (quintiles) 25 L C G P A V 20 15 10 5 0 Lowest 2 Middle 4 Highest JC Quintile The type of class allocation used by the school at junior cycle was found to be significantly predictive of Junior Certificate performance, with students in the lowest stream class achieving lower exam grades, even controlling for initial ability (Smyth et al., 2007). In Figure 4.12, we show grade point average at Leaving Certificate level by the type of class students were in during junior cycle. These results must be interpreted with some caution as the vast majority of the lower stream classes either dropped out of school or moved into the LCA track (Byrne and Smyth, 2010; Banks et al., 2010). However, clear differences are evident by initial class type, with students in mixed ability classes achieving the highest Leaving Certificate scores and very low grades among those who had been in lower stream classes at junior cycle. Looking at the transition from primary to post-primary education, no significant relationship is found between the extent to which students report missing primary school in first year and later Leaving Certificate grades. However, curriculum discontinuity appears to be a factor; students who reported that Maths in first year was ‘about the same’ as in primary school achieve higher exam grades than those who find it easier or harder (18.4 compared with 14.8 and 15.7 respectively). No such pattern is found in relation to continuity in English or Irish. Students who
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The Economic and Social Research In
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FROM LEAVING CERTIFICATE TO LEAVING
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CONTENTS List of Tables and Figures
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Contents vii 5.3.3 Always Wanted to
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x From Leaving Certificate to Leavi
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xii From Leaving Certificate to Lea
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EXECUTIVE SUMMARY Introduction Curr
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Executive Summary xvii centrate on
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Executive Summary xix to higher edu
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Executive Summary xxi Such a focus
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2 From Leaving Certificate to Leavi
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10 From Leaving Certificate to Leav
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Chapter Two CURRICULUM, TEACHING AN
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162 From Leaving Certificate to Lea
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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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