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

More documents

Recommendations

Info

16 From Leaving Certificate to Leaving School students a spirit of enterprise and initiative and to develop their interpersonal, vocational and technological skills. Students take (a specified set of) Leaving Certificate subjects along with two link modules – enterprise education and preparation for the world of work. The Leaving Certificate Applied (LCA) programme was introduced as part of an array of interventions to address educational disadvantage and counter early school leaving. It is targeted at young people who may not otherwise complete post-primary education and has a greater focus on activity-based learning and continuous assessment than the Established Leaving Certificate. Unlike those taking the Leaving Certificate Established (LCE) and LCVP programmes, LCA students may not transfer directly to higher education. In keeping with national patterns for Transition Year provision (see Smyth, Byrne and Hannan, 2004), schools in our sample serving more disadvantaged populations are less likely to provide the programme than other schools. School size also operates as a potential constraint on provision; two of the three small schools providing TY do so on a compulsory or quasi-compulsory basis, reflecting the greater difficulty in offering multiple pathways to a small student cohort. In terms of Leaving Certificate programmes, eight of the schools provide the Leaving Certificate Vocational (LCVP) programme while five of the schools offer the Leaving Certificate Applied (LCA) programme. In keeping with the national pattern (see Banks et al., 2010), LCA provision is more prevalent in fairly large schools, which are in a position to provide access to all three Leaving Certificate programmes, and/or in working-class schools. The pattern for working-class schools reflects the perceived suitability of the LCA programme for the student intake (see Smyth et al., 2007). However, school policy also plays a role since two 4 of the working-class schools chose to include all students in LCE/LCVP rather than providing a separate pathway for students who were experiencing difficulties with schoolwork. 4 The third working-class school introduced the LCA programme during the course of our study. However, LCA was not available to the students who formed part of our cohort.
Introduction 17 Table 1.3: Senior cycle programme options in the case-study schools School Name Argyle Street Barrack Street Belmore Street Dawes Point Dawson Street Dixon Street Fig Lane Harris Street Transition Year Offered as an option Offered as an option Offered as an option Leaving Certificate programmes LCA, LCVP, LCE LCE LCA, LCVP, LCE Social Mix Mixed Workingclass Mixed Not offered LCVP, LCE Workingclass Not offered LCA, LCVP, LCE Mixed Offered as an option LCVP, LCE Not offered LCA, LCE Workingclass Middleclass Compulsory LCE Middleclass Lang Street LCA, LCE Hay Street Not offered LCVP Workingclass ‘Quasicompulsory’ Workingclass School Size Large Small Large Small Medium Large Large Large Small Small Park Street Not offered LCVP, LCE Mixed Large Wattle Street Compulsory LCVP, LCE Mixed Small The case-study schools have also been found to vary in student retention and performance (Smyth et al., 2007; Byrne and Smyth, 2010). Figure 1.1 shows variation in the rates of early (pre-Leaving Certificate) school leaving and in Junior Certificate grade point average across the casestudy schools. In general, the working-class schools tend to have higher rates of early school leaving and lower rates of achievement than the mixed or middle-class schools. However, it is worth noting the evidence of variation in outcomes among schools serving similar student popula-
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 12 and 13: x From Leaving Certificate to Leavi
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
Page 34 and 35: 10 From Leaving Certificate to Leav
Page 44 and 45: Chapter Two CURRICULUM, TEACHING AN
Page 90 and 91:
66 From Leaving Certificate to Leav
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
Page 114 and 115:
Page 116 and 117:
Page 118 and 119:
Page 120 and 121:
Chapter Four LEAVING CERTIFICATE EX
Page 122 and 123:
Page 124 and 125:
100 From Leaving Certificate to Lea
Page 126 and 127:
Page 128 and 129:
Page 130 and 131:
Page 132 and 133:
Page 134 and 135:
Page 136 and 137:
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
Page 144 and 145:
Page 146 and 147:
Page 148 and 149:
Page 150 and 151:
Page 152 and 153:
Page 154 and 155:
Page 156 and 157:
Chapter Five GUIDANCE AND DECISION-
Page 158 and 159:
Page 160 and 161:
Page 162 and 163:
Page 164 and 165:
Page 166 and 167:
Page 168 and 169:
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Page 182 and 183:
Page 184 and 185:
Page 186 and 187:
Page 188 and 189:
Page 190 and 191:
Page 192 and 193:
Page 194 and 195:
Page 196 and 197:
Page 198 and 199:
Page 200 and 201:
Page 202 and 203:
Page 204 and 205:
Page 206 and 207:
Page 208 and 209:
Page 210 and 211:
Page 212 and 213:
Page 214 and 215:
Page 216 and 217:
Page 218 and 219:
Page 220 and 221:
Page 222 and 223:
Page 224 and 225:
Page 226 and 227:
Page 228 and 229:
Page 230 and 231:
Page 232 and 233:
Page 234 and 235:
Page 236 and 237:
Page 238 and 239:
Page 240 and 241:
Page 242 and 243:
Page 244 and 245:
Page 246 and 247:
Page 248 and 249:
Page 250 and 251:
Page 252 and 253:
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
Page 260 and 261:
Page 263 and 264:
REFERENCES Airasian, P.W. and Madau
Page 265 and 266:
References 241 Grodsky, E., Warren,
Page 267 and 268:
References 243 Mickelson, R.A. (199
Page 269 and 270:
References 245 Smyth, E. and Calver
Page 271:
Current debates about senior cycle
show all

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

Create successful ePaper yourself

Delete template?

Save as template?