Manchester Schools (The EU)


The study itself is here: http://www.bristol.ac.uk/media-library/sites/cmpo/migrated/documents/wp333.pdf

I'm reading through it now but I've already spotted a few flaws. He says that he only counts a pupil's best 8 subjects - this is in accordance with the league table system, but the league tables double weight English and Maths which the study doesn't do. In short, minority pupils may be doing well, but not necessarily in the most difficult subjects. The dependent variable in his in depth analysis is something he calls pupil progress. This is the difference in a pupil's GCSE scores compared to their KS2 performance in Maths, English and Science. Forgive me, but isn't a recent immigrant child bound to improve on their English score by a greater margin than a native English speaker?

As I say, I've not finished it yet. I'll let you know of my complete view in the end.
 
At age 5 (end of Early Years) white British outperform every single ethnicity except Indians. By age 11 (end of Primary School) white British are sixteenth, and are outperformed by many different ethnicities. As others have posted, in the later years, EAL (English as an Additional Language) children, on average, perform better than white British. The reasons are myriad and certainly some ethnicities have an educational culture that teachers would love to see in every kid: Chinese and Indian being the mots cherished. But I come back to my original post - we have thousands of young children in Manchester, arriving monthly from “Europe” (having originated in Africa, Pakistan and other rather more non-European places), and they bring with them a massive, unsustainable drain on schools’ resources; on teachers’ energies; on the very infra-structure of our education.

I teach all children to the very best of my ability. I work tirlessly to ensure any child gets the best deal - and that is a deal that includes finding them and their families housing; getting them Speech and Language Therapists; Occupaaional Therapists; Educational Psychologists; Doctors; Nurses -anything basically that will allow them to live a decent life. BUT, it isn’t sustainable. It cannot continue - all the posters saying we should treat all equally - I do. But I know that the numbers of teachers leaving the system is at shockingly high levels; the numbers of Deputies such as myself unwilling to take the step to headship is at crisis levels - migration isn’t the solitary cause. But it’s a factor. A large one.

If you filmed the meetings where the school leaders have to be allocated unplaced kids by the council, and heard and witnessed how the system is trying to accommodate unfettred access to this country, you could only come to one conclusion: it’s insane. It’s a bottomless pit that sucks money into it. But hey, it’s the freedom of border that the EU wants. And our kids are just as entitled to go to Spain, France etc. And yet, and yet…it doesn’t quite work like that does it.

The National Audit Office: over a quarter of a million more children were placed in primary schools in the last 18 months. If anyone thinks that’s nothing to do with the EU, then they’re living in cloud cuckoo land. And if anyone thinks it’s sustainable they’re welcome to tell me how.

Mrs Monkfish has not heard one teacher or former teacher suggest EU migration is responsible for them 'leaving the system' -think she knows about 100 odd teachers

As for your final point not cutting the education budget every year would be a cracking start
 
The study itself is here: http://www.bristol.ac.uk/media-library/sites/cmpo/migrated/documents/wp333.pdf

I'm reading through it now but I've already spotted a few flaws. He says that he only counts a pupil's best 8 subjects - this is in accordance with the league table system, but the league tables double weight English and Maths which the study doesn't do. In short, minority pupils may be doing well, but not necessarily in the most difficult subjects. The dependent variable in his in depth analysis is something he calls pupil progress. This is the difference in a pupil's GCSE scores compared to their KS2 performance in Maths, English and Science. Forgive me, but isn't a recent immigrant child bound to improve on their English score by a greater margin than a native English speaker?

As I say, I've not finished it yet. I'll let you know of my complete view in the end.
Okay, but it's worth mentioning that this has been shown to be true in multiple studies not just in the UK, but the USA too.
 
Seems to me that a lot of people in this thread delight in putting down kids who they essentially class as white trash. I hope someone in the education system is trying to figure out how to help these misdirected white kids.
 
No we don't 'have it', we have one persons opinion, and I reckon if you ask most teachers they will vote in, maybe they are masochistic?
Maybe they are, and if your good lady is voting to remain she can be assured that the 20% of kids she has now will rise inexorably,
indulging said masochism.
 
Seems to me that a lot of people in this thread delight in putting down kids who they essentially class as white trash. I hope someone in the education system is trying to figure out how to help these misdirected white kids.

Really tricky as the problem isn't the kids of course, it's the parents who in turn were also'misdirected'when they were kids,a cycle of deprivation, and lack of hope really in many areas of our city

Fix this issue and your onto something
 
Seems to me that a lot of people in this thread delight in putting down kids who they essentially class as white trash. I hope someone in the education system is trying to figure out how to help these misdirected white kids.
I take your point, but one of the problems we have as a society is that some parents raise their kids with no values and then we expect teachers to instill them. Teachers are there to teach. If our kids are chavy little shits it's a parenting issue.
 

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