Sociology
In the 1960s, comprehensive schools did not eradicate class inequalities in education because:
they tended to recruit pupils from the inner cities and traditionally working class areas
selective schools could still ‘cream off’ the most able pupils, while the comprehensives put children into ability streams
teachers in comprehensive schools used the restricted code in the classroom, whereas working class pupils used elaborated codes of speech
national testing and league tables made the new schools highly competitive and selective
selective schools could still ‘cream off’ the most able pupils, while the comprehensives put children into ability streams
Comprehensive schools were introduced in the 1960s with the aim of providing classless education: they recruited children from the local area, which would include a diverse range of class backgrounds. However, in practice, the schools did not manage to eradicate class differences, because parents could still choose to send their children to public schools, which already ‘creamed off’ the most able pupils anyway. In addition, comprehensive schools used a system of ‘streaming’, whereby pupils would be put into different sets or bands on the basis of academic ability. This unwittingly reproduced the class structure, as the top streams tended to contain more middle class children and the lower streams more working class children. 336
selective schools could still ‘cream off’ the most able pupils, while the comprehensives put children into ability streams Comprehensive schools were introduced in the 1960s with the aim of providing classless education: they recruited children from the local area, which would include a diverse range of class backgrounds. However, in practice, the schools did not manage to eradicate class differences, because parents could still choose to send their children to public schools, which already ‘creamed off’ the most able pupils anyway. In addition, comprehensive schools used a system of ‘streaming’, whereby pupils would be put into different sets or bands on the basis of academic ability. This unwittingly reproduced the class structure, as the top streams tended to contain more middle class children and the lower streams more working class children. 336
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