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Updated at 1pm
A NEW REPORT looking into disadvantaged schools has found that pupils in rural areas do better in tests than their urban counterparts.
The research, carried out by the Economic and Social Research Institute (ESRI), found that pupils in schools located in DEIS ‘urban band 1′ areas have the lowest reading and maths scores, while children in rural areas fare better in this regard.
Overall, test scores improved significantly in DEIS schools from 2007-2013.
Percentage of reading scores at or below the 10th percentile (low performers):
Percentage of mathematics scores at or below the 10th percentile:
In all DEIS and non-DEIS schools reading and maths performances improved during this period, reflecting the impact of the national literacy and numeracy strategy.
Absenteeism rates have declined over time in urban band 1 primary schools. For example, 20.7% of students were absent for 20 days or more over the school year 2011/12, compared with 24.4% of students in 2005/6.
Urban band 1 schools are in particularly disadvantaged areas and have teacher-student ratios of 22:1 in primary schools and 24:1 in secondary schools.
The gap between DEIS and non-DEIS schools in the proportion of students completing junior and senior cycle has narrowed over time. Among those who entered post-primary education in 1995, the gap in retention rates was 22%, but this had declined to 10.5% for those who entered in 2008.
At post-primary level, there has been a slight narrowing of the gap in overall Junior Certificate grades between DEIS and non-DEIS schools.
DEIS schools are more likely to have students:
The report found that DEIS schools “tend to have more challenging disciplinary climates and post-primary students in DEIS schools are more likely to report negative interaction (being ‘given out to’ or reprimanded) by their teachers”.
It states: “Such negative interaction is associated with lower rates of staying in school and progression to post-school education and training.”
To date, DEIS evaluations have focused mainly on achievement in reading and maths, especially at primary level.
The report’s authors said there is “scope for looking at other student outcomes, including school engagement and achievement across other subjects”.
They added that it would also be helpful to collect data on Leaving Certificate performance in DEIS and non-DEIS schools, as well as information on individual student’s social background..
Emer Smyth, report author, said that moving away from “rigid forms of ability grouping, improving the school climate and fostering high expectations for students would enhance student outcomes in DEIS schools and build upon the progress made to date”.
Co-author Selina McCoy added: “The findings point to high levels of disadvantage and greater complexity of need in urban band 1 DEIS schools. We need further debate on the levels of funding required to meet the needs of students in these schools.”
The report, Learning from the Evaluation of DEIS (by Emer Smyth, Selina McCoy and Gillian Kingston), is viewable on the ESRI’s website.
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What a negative headline!There is a lot of good news in this article,reflecting the hard work done in these DEIS schools.But of course the headline just addresses the negative part!
Headline also suggests that living in an urban area is universally detrimental to educational attainment when in fact the article only refers to urban deis schools and as ailish pointed out above, the article highlights significant improvements in English and maths within those schools.
Sorry, as Aileen pointed out.
Typo in headline
“Urban pupils are more worser* at English and maths”
A neighbour of mine would tell you he supplies food to the canteen in one of these Deis school. He tell you nothing best is supplied. No expense is spared apparently. Even fizzy drinks is supplied on occasion. Compare this to where my children go to school in a small country school. The only food they get is what we send them with them in their lunchbox. Who the worst off and there was me thinking all children are suspose to be treated equally under the constitution.
Sure when I went to school we got nothing at all, walked there barefoot at 6 in the morning. Would be lucky to grab a mouthful of chalk dust at lunch time. We got some learnin’ done
“Mouthful of chalk dust”
I cried laughing after reading that.
What’s that got to do with reading?
Parental income has much less to do with the standard of education a child recieves than parental involvement. How many of the kids struggling to read do you think have a parent that reads to them? Its time for these parents to take responsibility for their kids.
The 22:1 ratio is an error in the article. This only applies up to first or second class I believe after which the 22:1 ratio is classed as a desirable ratio but not enforceable. As such you can have classes(3rd,4th,5th,6th)in Deis I schools with 23-36 children in them.
Are Ya bleedin jokin me ?
I don’t think he is langer boyyyyyy.
That’s why so many country folk are the dubs bosses in the city.as the old saying goes …what does a dub call a country person at work????
Boss
Plenty of jobs at the Journal for the ones who have spelling difficulties in the future.
Worser…….is this a word???
Used to be in the 16th century
Think it’s supposed to be play on words Claire!!
I went to a rural DEIS primary school, our class size was 33-37.
These ratios are a new enough rule.
I went to a deis school in rural Ireland, I did ok but it was an uphill battle, the school was underfunded and understaffed. chronic unemployment/underemployment means children in disadvantaged areas are less motivated as it is unlikely they will have the money for third level even if they get the grades.
generational poverty also causes a lot of these problems, its called a poverty trap for a reason
We live in a city and drive our daughter six miles out the road to go to school. A bit of a trek and hits the pocket a bit more. But smaller classes, a higher standard or education, and you know that the child is mixing with people of good stock.
“Mixing with people of good stock” that comment says a lot about you as a person. Hopefully your children won’t grow up with such a ridiculous attitude.
All education correspondents seem to take for granted that the DES claim that literacy and numeracy levels have risen due to its campaign of recent years is valid. There is insufficient evidence supporting this claim.
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