Centre for Educational Development
Appraisal and Research
Challenging underachievement of boys
in Years 8 and 10: A study for the
Oldham Leading Edge Partnership
Professor Geoff Lindsay
and
Professor Daniel Muijs
July 2005
CEDAR
University of Warwick
Coventry CV4 7AL
Contents
Executive Summary
3
1.
Introduction
5
2.
Method
5
3.
Results: pupils’ views
6
4.
Results: parents’ views
16
5.
Conclusions
20
Appendix 1
22
Appendix 2
23
Appendix 3
25
2
Executive Summary
This report was commissioned by the Leading Edge Partnership (LEP) of six Oldham
secondary schools concerned to address underachievement in boys. The LEP had
identified the need for action at Years 8 and 10 to target boys considered
underachieving but capable of attaining 5 GCSE A* to C and had just started a
programme aimed to address this.
The study investigated the views of the boys and their parents through the use of
questionnaires (both boys and parents) and group interviews (boys only). The
research took place around April-May 2005.
All findings have been anonymised for this report which will be in the public domain.
The data were derived from questionnaire returns from: 158 boys and 83 parents. In
addition, a total of 70 plus boys were interviewed in groups averaging 6 each.
Main findings
•
There were many similarities between the Y8 and Y10 boys, but evidence of
increasing disaffection in the latter.
•
The majority of boys were positive about their parents’ support.
•
Most were also positive in their own attitudes to academic achievement.
•
The importance of teachers was very evident especially their attitudes and
behaviour, including the importance of treating pupils fairly and making
lessons interesting.
•
The boys recognised the importance of their own behaviour and welcomed
teachers with strict but fair discipline, especially when coupled with a good
sense of humour.
•
Boys also valued teachers who valued different cultures. The presence of
members of the boys’ minority ethnic community working in the school, as
teachers or in other roles, was seen positively.
•
There were a number of significant differences between the responses of
boys in different schools.
•
Religion was very important in the lives of some boys (most typically Muslim
boys) but of very low importance for others.
•
Muslim boys allocated significant time to pursuing their religion. Indeed, the
boys in one school estimated this at 2 hours per night on average, the same
as the time spent on homework per week in the total sample of boys,
indicating this is a significant factor.
•
There was a wide spread of estimated time spent on homework; over half the
boys reported doing no more than 2 hours per week, which suggests this is
an area for attention.
3
•
There were a number of differences between boys in different schools, some
of which reflected ethnic and religious background, but others appeared to
reflect boys’ attitudes to social v academic preferences or to their schools per
se.
•
Only a minority had part-time jobs indicating this is not a significant issue in
limiting time spent on homework.
•
There was a very high level of access to computers (85%) and the internet
(70%) indicating that lack of ICT access is not a significant factor.
•
About three quarters of the boys wanted to go on to college after their GCSEs
but about one in five hoped to go into work, indicating reasonable levels of
aspiration.
•
Most parents were positive about their sons’ attitudes to work but over 60%
thought they were less motivated than girls and needed more help to reach
their potential.
•
There were significant differences between schools with respect to parental
aspirations.
•
It was too early in the project for the boys to report on the LEP’s initiative
other than their initial impressions.
Conclusions
There were both similarities and differences between schools on a number of
dimensions. The demography of Oldham, with very different pupil profiles, is
reflected in some of the results. Religious identity and obligations, for example,
typically were significant for Muslim boys.
Although it was too soon in the project for there to be evidence of any impact of the
LEP’s initiatives on the boys’ attitude on achievement, the evidence from this study
suggests that, overall, these boys have been appropriately targeted. The study has
also indicated that under-achievement to date has not been due to limited access to
computers, low parental or pupil aspirations or high disaffection with school.
The report itself provides more detailed evidence on a wide range of more specific
aspects including school and community factors which, it is hoped, will provide
schools with information to guide their practice.
4
1.
Introduction
The present report was commissioned by Mr Graeme Hollinshead on behalf of a
Leading Edge Partnership (LEP), six Oldham secondary schools. These schools had
identified a concern with boys underachievement and had targetted groups in Y8 and
10 who were considered capable of achieving 5 GCSE A* to C. The boys were
identified on the basis of assessments of their attainment and potential.
The LEP identified a number of initiatives in which to engage these pupils and
commissioned CEDAR to undertake a study of the boys’ attitudes at a period around
Easter 2005. It is important to stress that this study was undertaken with both
questionnaires and fieldwork taking place over a period of only about 2 months, and
so provides a view of that time. This is also important to note as it became obvious
during fieldwork that the initiatives were at a very early stage and their impact on the
boys was only just starting to be perceptible.
The present report comprises an analysis of the questionnaire data for the sample as
a whole, with reference made also to Year 8 v 10 comparisons and school
comparisons. The latter analyses show where the results differ between the six
schools to a statistically significant degree.
As this version of the report will be in the public domain all schools have been
anonymised.
2.
Method
The study involved three main sources of data collection, informed by very helpful
meetings with key members of the LEP which helped to contextualise the six schools
in the particular environment of Oldham. In particular, the ethnic (and religious)
dimensions, and the diversity between schools were made very evident.
2.1
Questionnaires
Two questionnaires were developed, one for the boys and one for parents. The pupil
questionnaires addressed home, school, personal, friendship and community factors.
Questionnaires were distributed to each school where staff made arrangements for
the boys to complete them. Each was anonymous. Anonymity was also assured by
each boy placing his completed questionnaire inside an envelope and sealing it, but
coded with year (8 or 10) and a school code (A to F) to aid analysis.
A total of 158 questionnaires were returned and analysed.
The parent questionnaire surveyed the parents’ views of their sons’ approach to
school and work, home factors, school factors, gender differences, and their
expectations. Each questionnaire was anonymous except for the school identifier (AF) as with the boys. Each school decided how best to distribute the questionnaires to
optimise returns. When parents were known to require assistance with English as an
additional language they were invited into school and support was provided to enable
them to read the questionnaire.
A total of 83 questionnaires were received by the deadline from 5 schools – none
were received from School A.
5
2.2
Group interviews
Group interviews were held with a sample of the Y8 and Y10 boys in each school
over the period 9-11 May, with groups averaging about 6 boys. Interviews were
recorded and the boys were assured that no individual would be personally identified
in any report. Fieldnotes were also taken contemporaneously. These data sources
have been used to expand upon the issues covered in the questionnaire.
3.
Results: pupils’ views
In the following sections the results of the pupil questionnaires are reported from the
total sample across all six schools (N =158). Analyses were carried out to check if
there were statistically significant differences between Y8 and Y10 boys, or between
schools. Where such differences were detected they have been noted in the text. In
the case of significant school differences further analyses are necessary to identify
the nature of these differences i.e. which schools are statistically significantly higher
or lower on the item than other schools. (An explanation of the statistics used is
presented in Appendix 1).
3.1
Parental support
Table 1 Parental Support (%)
Strongly
disagree
Disagree
Agree
Strongly
agree
Family members/carers help me with homework
4.4
19.0
57.6
19.0
I have a quiet place in which to do school work
4.5
15.9
56.1
23.6
Family members/carers often ask me how I’m
doing at school
0
7.0
53.2
39.9
Family members/carers think that school is very
important
0
1.3
29.3
69.4
Family members/carers reward me if I do well at
school
6.4
17.2
47.1
29.3
Family members/carers usually come to open
evenings/review days
2.5
8.9
46.5
42.0
Family members/carers find it hard to buy things
that will help me schoolwork
42.3
41.0
10.9
5.8
N = 158
The boys generally presented a positive picture about home support, as shown by
the relatively low percentages disagreeing with the statements in Table 1. For
example, three quarters (76.6%) agreed that family members/carers helped with
homework and over 90% reported that parents asked how they were doing at school.
Open evening attendance was reported by 88.5% of the boys.
There were no differences between Y8 and Y10, but a significant difference between
schools on one item, ‘having a quiet place in which to do school work’, with School E
boys most likely to agree and those at School A least likely – the other schools were
intermediate.
6
3.2
School and teachers
The boys’ attitudes to school were more variable, and also indicated higher levels of
negativity.
Table 2
Schools and Teachers (%)
Strongly
disagree
Disagree
Agree
Strongly
agree
School is boring
12.3
31.0
34.2
22.6
I can choose to do interesting subjects at school
7.6
29.9
52.9
9.6
Teachers are fair
12.8
37.8
44.2
5.1
Teachers usually provide help when I need is
2.6
18.1
63.9
15.5
Teachers do their best to make lessons interesting
7.0
38.9
42.7
11.5
Teachers value different cultures
4.5
10.9
67.9
16.7
Teachers show an interest in me
10.4
29.9
51.9
7.8
Teachers treat boys and girls equally
8.3
31.2
45.2
15.3
This school has strong discipline
7.6
17.7
48.1
26.6
The school rules are fair
8.2
29.1
52.5
10.1
I can go to teachers if I have a problem
6.3
24.1
52.5
17.1
Teachers deal with racist incidents fairly
7.6
15.8
50.0
26.6
N = 158
Overall, Y8 boys were more positive than Y10, with significant differences particularly
relating to whether teachers provided help, their perceived fairness and whether they
dealt with racist incidents fairly. In each case Y8 had more positive attitudes than
Y10.
There were statistically significant differences (p <.05) on all items. However, given
the large number of comparisons in analysing the questionnaire a more conservative
measure of statistical significance (p <.01) will be used throughout the report. This
indicates that the difference in question is likely to be a result of chance only once in
a hundred. Nevertheless, all items showed significant differences at this level except
teachers usually providing help when needed (p = .05), being able to choose to do
interesting subjects (p = .04) and school rules are fair (p = .046).
These results, therefore, indicate the importance of teachers in these boys’
perceptions and this was clearly emphasised in the interviews undertaken. Here
there were very common and strongly presented views of the importance of teachers’
attitudes and behaviour. For example, one boy complained about teachers:
‘sometimes they won’t explain it ‘cos they say they’ve already explained it’ while
another stated, ‘If you don’t know a question they, like, go mad at you’. References
were also made to teachers in training who, it was claimed, didn’t understand the
work so told them ‘just to do it then’. It is not suggested that these boys’ reflections
are necessarily totally commensurate with the reality of the classroom, and in
particular they may well deviate from their teachers’ views. The point is that the
themes of fairness and teaching styles came out frequently in the interviews. The
boys had positive views of those teachers perceived as helpful, and negative
perceptions of those seen as unhelpful.
7
This is a complex area. The boys also recognised the importance of discipline and
their own behaviour. For example, they generally welcomed teachers with good
control, indeed strictness. However, this was seen positively when it was allied with
fairness, helpfulness and, often, a sense of humour. Where teachers were seen as
helpful, for example, this was praised. Examples included lessons but also out of
school activities. This was contrasted with teachers seen as ‘biased’ who ‘shout at
you’.
Table 3 presents a summary of the school by school data as there were so many
significant school differences. This is a complex table and some explanation is
necessary. The items are as listed in Table 2 but in this case the values are the
mean scores for each school (possible range 1-4). In all cases the higher the value
the stronger the average agreement with the statement. As a result of conducting
the Scheffe post hoc tests it is possible to indicate where there are statistically
significant differences between individual schools. Where these exist they are
indicated by the use of underlining and bold. Where there are only two schools, this
significant difference will be obvious from the table – one school will have the
highest, the other the lowest mean score. Where there are more schools involved,
reading of the table has been facilitated by highlighting in bold the school which is
significantly different from the other two or more, which are underlined. As will be
seen from the table, the schools highlighted will be those at the extremes. Schools
not highlighted will be intermediate, not significantly different from any other school.
Table 3 indicates a reasonable degree of variability – i.e., there are different schools
highlighted as significantly different depending on the item. For example, School D
was least likely to be considered boring, and most likely to be seen as having
teachers to go to with a problem, and to treat racist incidents fairly. On the other
hand, School B teachers were most likely to be considered to make lessons
interesting, to value different cultures and to have strong discipline. Also, there are a
number of examples where there are no significant differences between schools, i.e.
they are rated similarly by the different groups of boys.
8
Table 3
Schools and Teachers: mean scores by school
A
B
C
D
E
F
School is boring
3.19*
2.37
3.06
2.14*
2.44
2.97*
I can choose to do interesting
subjects at school
2.52
2.83
2.38
2.71
2.93
2.40
Teachers are fair
2.3o
2.75
2.18
2.75
2.27
2.17
Teachers usually provide help
when I need it
2.81
3.21
2.94
3.04
2.85
2.69
Teachers do their best to make
lessons interesting
2.33*
3.03*
2.76
2.75
2.46
2.23*
Teachers value different cultures
2.69*
3.31*
3.00
3.14
2.63*
3.00
Teachers show an interest in me
2.15*
2.89*
2.73
2.82
2.52
2.40
Teachers treat boys and girls
equally
2.78
3.03*
2.12*
2.71
2.46
2.70
This school has strong discipline
2.67*
3.41*
3.06
2.96
2.44*
3.07
The school rules are fair
2.63
2.41
2.35
2.82
2.96
2.60
I can go to teachers if I have a
problem
2.59*
2.97
3.12*
3.00*
3.04* 2.27*
Teachers deal with racist
incidents fairly
3.15*
3.07
2.24*
3.18*
2.89
3.3
2.93
Personal factors
Table 4 presents the boys’ responses concerning themselves. There were no
differences by year group and few differences between school, the only two (at the
.01 level) concerning whether the boys wanted to go to university (p = .009), although
there were no significant differences between individual schools, and whether they
would attend unless ill (p = .004), where School E pupils were more likely to state this
than pupils at School B, with the other schools intermediate.
9
Table 4
About myself (%)
Strongly
disagree
Disagree
Agree
Strongly
agree
Doing well at school is important to me
1.3
1.9
41.1
55.7
How ell I do at school won’t make much
difference to my life
54.8
28.0
10.8
6.4
I want to leave school as soon as possible and
get a job
17.1
37.3
29.7
15.8
I want to go on to university
10.2
21.7
37.6
30.6
I believe I can achieve 5 good GCSEs
1.3
10.8
54.1
33.8
I always work hard
1.3
36.1
50.6
12.0
I always attend school unless I’m ill
1.3
7.0
42.7
49.0
When I get bored I mess around in class
9.5
25.3
46.2
19.0
N = 158
Examination of Table 4 indicates that the boys generally held positive attitudes. For
example, 96.8% considered school important while 82.8% disagreed with the
statement that how well they did at school won’t make a difference in their lives. Two
thirds expressed a wish to go to university, which may be rather high, especially as
45.5% said they would like to leave school as soon as possible and get a job. More
importantly for the medium term, 87.9% thought they could achieve 5 good GCSEs.
However, these boys were also realistic, e.g. two thirds (65.2%) said they messed
about in class then they got bored.
These findings suggest the boys were realistic and that there was a good basis for
their possible success. There were positive attitudes, while also acknowledging they
were not always perfectly behaved model pupils. These conclusions were supported
by the interviews. Again, many boys easily commented upon their misbehaviour
which may best be described as ‘low level’, although none the less important,
‘messing about’ generally linked to boredom, resulting from uninteresting lessons.
On the other hand, the boys did put forward a wide range of expectations (see below)
and recognition of how they were important – i.e., it was not simply a question of
blaming teachers.
When interviewed, the boys’ varying expectations, and self images, became evident.
For example, one Y8 boy stated that ‘I’m going to try to put me ‘ead down and get at
least Bs’ while another aspired to ‘Cs at the worst’. However, a third in the group
said ‘Rubbish, I’m not that smart – Cs, Ds’.
3.3.1
Homework
One key element in success will be successful engagement with, and completion of,
homework. Here there was substantial variation (Table 5). Over half (54.9%)
reported doing up to 2 hours homework a week. This seems low, although the
question did specify homework done at home and at interview many boys
commented that they did homework in school.
10
Table 5
Time spent on homework per week
Hours
%
None
4.5
0–1
26.3
2
28.6
3
17.3
4
6.0
5
4.5
6
1.5
7
3.0
8 – 10
2.3
11 – 15
3.1
20 plus
3.0
N = 158
Only 18.4% claimed to do at least 5 hours a week.
The mean amount of homework done by Y8 boys (5.94 hours) was higher than that
for Y10 (4.48 hours) but the difference was not statistically significant. In both cases
the median and mode (the most common) was 2 hours. There was a significant
difference between schools (p = .004) with School C boys claiming an average of
11.7 hours per week and School F boys claming an average of 2.4 hours – other
schools were intermediate (School B 2.5, School D 3.3, School E 5.2, School A 8.1).
3.3.2
Part time jobs
Only a minority (14.9%) reported having a part time job. (NB as 10 pupils did not
respond the true percentage may well be a little lower). The percentages in Y8 and
Y10 were similar (12% and 15.7%) respectively). The hours per week spent on
these jobs are presented in Table 6. In most cases the hours were low (up to 7,
equivalent to 1 hour per day) with three boys claiming substantially longer hours,
including one at 28 hours. This may, perhaps, be an unrealistic figure, except that if,
for example, the boy helped his family (e.g. in a shop) perhaps 4 hours per day is not
so unlikely.
From these data it appears that lack of time spent on homework cannot be attributed
to part-time work. The latter was undertaken by a small minority and, apart from a
very small number of cases, was reported to be within reasonable limits. It is
possible that the time amounts are higher but not reported as part-time work, e.g. in
the case of boys helping family businesses from which there may not be direct
payment. In such cases, these boys may not have seen these as jobs.
11
Table 6
3.3.3
Hours spent on part-time job per week
Hours
%
Up to 3
30
4
0.5
5
20
6
25
7
5
8+
15
Computers and the internet
According to the responses to the questionnaire, 84.7% of the boys had access to a
computer at home (Table 7). A further question asked whether those that had
access to a computer also had access at home to the internet. Unfortunately some
boys who claimed no access to a computer also answered (no) to this question.
Nevertheless, overall nearly 9 out of 10 boys claimed access to a computer and
about two thirds also said they could access the internet.
At interview, all boys claimed access to both (these were, of course, a sample of all
Y8 and Y10 boys) but the facilities were shared with the family, especially siblings
who were also studying. Some claimed to use their computer for school work: “I
never do anything else”, (Y8). Another noted one obvious advantage, “It’s easy
because you just copy and paste”, but when challenged whether that stopped him
thinking replied, “You have to read it!”
Table 7
Access to a computer and internet (%)
Yes
No
n
Access to a computer at home
84.7
15.3
157
Connected to the internet
69.7
30.3
155
However, a number of boys, in different schools, referred to practical problems when
undertaking coursework at home. In one school a Y10 boy noted, “I took IT work
home on a disk and it wouldn’t work”, a problem supported by others, “You can’t do
ICT coursework at home”. At another school boys reported a problem in bringing
material into school from home as the system did not allow use of transfer devices
(e.g. disks and memory sticks) for fear of viruses or inappropriate use of the systems.
A number of boys also complained at the number of occasions when the computers
were unavailable.
Overall, therefore, there was extensive (but not complete) access to computers and
the internet by these boys. Those that did have access used this for coursework,
including use of websites. Limitations were not only a matter of the non-access for a
minority but also the problems of interchange between home and school systems,
and the availability of the latter.
12
3.3.4
Siblings’ achievement
A total of 54.4% of the boys stated that they had parents or siblings who had gone on
to higher education. In most cases it was older brothers and sisters rather than
parents, a point confirmed during the interviews. It is likely that in many cases the
boys were referring to further education, but examples of university attendance were
also given.
3.4
Friends and other pupils
Year 8 and 10 boys reported similar views with respect to friends and other pupils,
the only difference being that Y8 boys had more friends from other ethnic
communities, (p = .003). This was also an item where there were significant
differences between schools (p <.0005) with boys from School E being significantly
more likely to report this than boys at either School F or School B. There were also
significant school differences for preferring to hang out with friends than do
schoolwork (p = .007) although no significant differences between individual schools,
and considering they would work better in a class of just boys (p = .003), a view more
likely to be expressed by boys at School E than School F with other schools
intermediate.
Table 8
Friends and other pupils (%)
Strongly
disagree
Disagree
Agree
Strongly
agree
My friends laugh at those who do well at school
19.1
50.3
24.2
6.4
Spending too much time doing homework is not cool
10.2
43.9
37.6
8.3
Girls are impressed by boys who do well at school
19.7
59.2
18.4
2.6
My friends think doing well at school is important
4.5
26.0
55.2
14.3
I’d rather hang out with my friends than do work for
school
7.1
34.6
41.0
17.3
Friends help me with school work
13.9
32.3
41.8
12.0
Girls distract boys from paying attention in school
7.1
33.5
41.9
17.4
I have a lot of friends from other ethnic communities
7.6
23.4
53.2
15.8
I think I would work better in a class with just boys
20.6
43.2
24.5
11.6
People from my community stick together in school
4.6
26.3
55.3
13.8
There’s a lot of racism from kids from other
communities
10.3
37.2
32.7
19.9
Friends distract me from paying attention in school
10.2
42.7
39.5
7.6
N = 158
Examination of Table 8 reveals a degree of variation between the boys on a number
of items indicated by similar percentages agreeing and disagreeing. For example,
similar proportions agreed (45.9%) and disagreed (54.1%) that spending too much
time doing homework is not cool. Several other items have such distributions, e.g.
whether girls or friends were distracting and whether there was much racism from
other communities.
13
These results suggest that the nature of the importance of the peer group varies
across these boys, although it is not linked particularly to age group or school.
Rather, these are more individualistic differences between boys that will be
demonstrated in each year group and each school.
3.5
Community and ethnic group
The six schools are characterised by very different ethnic community profiles. The
following data are presented, as above, after analysis for overall age and school
effect. In addition, an analysis has been carried out to explore the nature of the
school effect.
There were no differences by age group. Table 9 indicates that the community is
seen as supportive of school work by nearly two thirds (63.4%) of boys, but there is
more variability in reports of dislike of school where 43.6% of boys agree that this is
the case, but 56.4% disagree, 44.0% strongly. Also, while 63.9% disagree that the
community suffers a lot of racism, over a third (36.1%) believe this to be the case.
There is a similarly large difference of opinion regarding whether the community has
strong links with school.
Having teachers from the community was seen as important by 60.6% and 59.4% of
the boys reported there were teachers from the community in their school. Finally,
the importance of religion is noted by 52.5% with 39.2% strongly agreeing with this
view.
Table 9
Community and ethnic group (%)
Strongly
disagree
Disagree
Agree
Strongly
agree
My community is very supportive of my work at
school
7.1
29.5
53.8
9.6
My work suffers because of problems in the
community
19.1
56.1
22.9
1.9
In my community people don’t like school
14.6
41.8
35.4
8.2
My community suffers a lot of racism
17.1
46.8
27.8
8.2
My community has strong links with my school
12.4
41.2
39.2
7.2
There are teachers from my community in my
school
16.1
24.5
49.7
9.7
It is important to have teachers from my
community teaching in my school
11.0
28.4
40.0
20.6
My religion is very important in my life
26.6
20.9
13.3
39.2
These data, therefore, indicate a degree of diversity among the boys. This was not
due to an age factor but for most items there were significant differences between
schools. For example, community support of the boys’ work in school showed a very
significant school effect (p = .001), with pupils from School D and School E having
more positive views and those in School A disagreeing. Pupils in School C were
more likely to report their work suffering because of community problems, (p = .012)
with School E more likely to disagree.
14
Community racism (p = 003) was more likely to be reported in School B and School
C, compared with School D.
With regard to religion there was a highly significant school effect (p <.001) with two
clusters: boys in School D and School E reported religion is very important in their
lives while those in the other schools tended to disagree.
The results of questions exploring community and religious issues has revealed a
substantial diversity which reflects the nature of schooling in Oldham. These boys’
responses to the questionnaire reflect their home and community backgrounds. For
example, there was very strong support for the importance in their lives by pupils
from two schools (School D, School E) but a very different response from the other
four schools. Other items produced less dramatic differences, but a number still
existed. The implications are that these are substantial and important issues which
come from the community and these boys’ lives and impinge on the school.
In some cases there are positive impacts. For example, the positive perception of
teachers from the ethnic communities is clear and the schools’ success in recruiting
teachers from the communities was positively noted. But the external conflicts and
perceived racism are also important factors. A positive element is that most pupils
disagree that their suffers because of community problems. Even in schools where
boys were more likely to report their work suffering, this was not a very strong factor.
3.6
Aspirations
About three quarters of the pupils wanted to go on to college after their GCSEs in
Y11, and very few reported ‘don’t know’. About one in five wanted to take a job.
These were characterised by occupations such as builder, plumber, motor mechanic,
army and professional sport (football, rugby). Others gave no specific job and a
small number referred to taking jobs with family members (e.g. fathers).
Of those wanting college, the majority gave no specific courses. The others
mentioned a wide range of courses both trades (building, plumbing) and academic
(psychology, science, ICT). Some specified university as an ultimate goal although
that was not the topic of the question (See Appendix 2 for full list).
A further question asked what they hoped to do when they left education. The
responses matched the answer to the question about post-16 education well. For
example, aspirations for jobs in the army, professional sport and plumbing were
stated. However, this question also revealed a much wider list of aspirations (see
Appendix 3 for the full list).
About one in ten reported they did not know or were unsure (although a further 10%
failed to complete this item, probably indicating similar uncertainty. The most popular
occupation was mechanic (7%) with 5% mentioning plumber and the police. Overall
the aspirations were not for higher level occupations. For example, there were 6
lawyers, 4 accountants, 4 architects, 3 doctors, 1 psychologist, 1 head teacher and 1
teacher (or lawyer). There were surprisingly few jobs specifically related to ICT or
music and the performing arts.
15
3.7
Opinions of the initiatives by the Leading Edge Partnership
When interviewed, the majority of boys could provide little comment on the initiatives
to date. Almost none recognised the term ‘Leading Edge Partnership’ and very few
gave any reference to activities spontaneously. More were aware that there had
been discussions of their own trajectories and the possibility that they could increase
their level of achievement. Hence, at this time both the salience of the project and
the integration of activities into a broader sense of education were low.
The boys, when given a concrete example, did respond. In particular, the
Introductory session at the Avant hotel was viewed positively. For example, a groups
of Y8 boys in one school were very ‘clued in’ and could repeat a number of the
phrases promoted on that day with some evidence of their message having been
assimilated. The Y10 boys, by contrast, were less enthralled, possibly more
dismissive. Some had forgotten the day while others focussed on the perceived
eccentricities of the main speaker.
4.
Results: parents’ views
In this section the results of the parent questionnaires are reported for the five
schools that submitted data (N = 83). These represent about half of the total parents.
As one school (School A) is missing and the numbers of parents per school varied
greatly (7 – 28) care should be taken in generalising from the data presented.
However, analyses were again carried out to check for statistically significant
differences. In fact there were no differences between the parents of the boys in the
two year groups on any item. There were, however, many differences between
schools, even at the more conservative level of p < .01. The presence of school
differences overall are indicated below.
4.1
Parents’ views of their son’s work and behaviour
Most parents expressed positive views of their sons’ work, e.g. 81.9% thought they
worked hard at school and 91.6% thought their son wanted to do well at school
(Table 10). Three out of ten, however, disagreed that their son did homework
regularly and 17.3% reported problems even when they ‘kept on’ at their son. The
majority of parents also expressed positive views of their son’s behaviour but a
substantial minority expressed negative views, e.g. a quarter agreed that their son
misbehaved and 9.9% reported their son was not motivated to do well at school and
9.6% reported truancy on occasion. Most parents (92.6%) reported their son had
many friends. Only a quarter stated their son went to a youth club regularly but
46.8% reported their son went to church or mosque regularly.
There were highly statistically significant differences (p<.001) between schools on all
items except having many friends, truanting and youth club attendance. In general,
School E parents expressed more positive views of their sons on these items with
significant differences on several items between School E and either or both School
B and School F. School C and School D tended to be intermediate and were never
significantly different from each other except on the item regarding church/mosque
attendance which produced a more complex relationship. Here, School D and
especially School E parents agreed their sons attended regularly, compared with
School B, School F and especially School C where parents disagreed with this
statement.
16
Table 10
Parents’ views: work and behaviour (%)
Strongly
disagree
Disagree
Agree
Strongly
agree
0
18.1
50.6
31.3
3.7
13.6
54.3
28.4
0
8.4
44.6
47.0
Does his homework regularly*
5.1
24.1
38.0
32.9
Misbehaves (messes about) at school
35.8
38.3
22.2
3.7
Is motivated to do well at school
1.2
24.1
59.0
15.7
Knows what he wants to do when he leaves school
4.9
32.9
35.4
26.8
Is not bothered about doing well at school
54.3
35.8
9.9
0
Has many friends
1.2
6.2
59.3
33.3
Always tries his best
2.4
21.7
48.2
27.7
Truants from school sometimes
65.1
25.3
4.8
4.8
Goes to youth club regularly**
30.9
44.1
19.1
5.9
Goes to church or mosque regularly***
27.3
26.0
15.6
31.2
My son:
Works hard at school
Does his homework when I keep on at him
Wants to do well at school
N = 81-83 (except *n = 79; **n = 68; ***n= 77)
4.2
Home factors
Although the boys themselves had generally reported access to computers and often
the internet at home, fewer parents’ reported frequent use made of these facilities for
homework - only 43.2% and 46.1% respectively), while 17.3% and 25% respectively
report use is rare (Table 11). School B parents, in particular, reported low use of
computers and School D, and to a lesser extent School B, reported rare use of the
internet. Quite low proportions of parents helped their sons with homework, with no
significant differences between schools, but support was provided by older siblings,
especially School E.
Table 11
Parents’ views: home factors (%)
Rarely
Sometimes
Often
Very often
N
He uses a computer for his homework
17.3
39.5
24.7
18.5
81
He uses the internet for his homework
25.0
28.9
32.9
13.2
76
I help my son with his homework
23.9
45.1
22.5
8.5
71
His older brothers or sisters help with his
homework
28.8
21.2
15.4
34.6
52
17
4.3
Gender differences
There was a spread of opinion regarding gender differences but with parents being
more likely to consider boys were less motivated (60.1%) and needed more support
(65.4%), but with no statistically significant differences between schools (Table 12).
Table 12
Parents’ views: boys and girls (%)
Strongly
disagree
Disagree
Agree
Strongly
agree
Boys are less motivated to work at school than girls
13.6
25.9
46.9
13.6
Girls work harder than boys
9.9
25.9
45.7
18.5
Boys need more help than girls to achieve their
potential
8.6
25.9
39.5
25.9
N = 81
4.4
School factors
The parents were generally positive about the schools their sons attended, with
approximately 80-90% reporting good teachers, facilities, discipline, helpfulness, and
links with the community (Table 13). Within these positive opinions there were also
significant school differences on all items, with School E in all cases having the
highest positive ratings, while School C and School F tended to have lower ratings,
with School D consistently in the middle.
Table 13
Parents’ views: school factors (%)
Strongly
disagree
Disagree
Agree
Strongly
agree
School has good facilities to help my son
0
8.4
63.9
27.7
School has good teachers
0
14.6
61.0
24.2
School has good discipline
2.5
16.0
54.3
27.2
School is helpful
2.5
8.6
56.8
32.1
School keeps me informed
4.9
7.3
54.9
32.9
Teachers help my son learn
1.2
12.3
61.7
24.7
School has good links with the community
1.3
17.7
54.4
26.6
N = 79-82
4.5
Parental expectations
About nine out of ten parents expected their son to do well at school and achieve at
least 5 GCSEs grade C or better, while 79% expected their son to go to university
eventually (Table 14). There was some inconsistency in terms of expectations
regarding taking a job or going to college on leaving school which may reflect the
18
wording of these two questions. Nevertheless, nine out of ten expected their son to
go on to college after leaving school.
Table 14
Parents’ expectations of their sons (%)
Strongly
disagree
Disagree
Agree
Strongly
agree
To do well at school
1.2
6.0
47.0
45.8
To pass at least 5 GCSEs Grade C or better
2.5
10.1
31.6
55.7
To leave school and get a job
39.2
19.0
21.5
20.3
To leave school and go to college
1.2
8.5
35.6
53.7
To go to university eventually
5.3
15.8
39.5
39.5
N = 76-83
Again there were highly significant school differences (p< .0005 in all cases) with
School E parents consistently having the highest expectations, except for going to
university when School D parents were slightly (but non-significantly) more
aspirational. Parents of boys in School C and School F tended to have the lowest
expectations, usually statistically significantly different from School E and sometimes
School B parents.
The parents were also asked for comments on what they, their son and school could
do to help their son achieve his potential. Comments relating to school included
support for their son’s learning, including identifying and working on weaknesses and
giving more homework; communicating on misbehaviour or truancy; and maintaining
pressure (‘keep on at him all the time’). In addition there were some criticisms,
implied or explicit, including improving discipline, ‘make sure the teachers
communicate with my son well’ and ‘I think the school has already written him off’.
The last is particularly significant given that the present initiative is based upon the
schools taking the exact opposite view, suggesting a communication issue between
home and school about this project.
Most parents also offered ways in which they could help, including more engagement
and support for homework whether by themselves or others - ‘I am not educated but I
ask my older kids to help my son’. Others referred to the need to praise and also to
ensure good communication with school. A small number also referred to private
tuition as an additional means to help their son. The parents also noted ways in
which their son could help himself. These included applying himself more to
homework; improving concentration, behaviour and attendance; revising; as well as
many references to working or trying harder. In addition, some parents referred to
specific means such as learning to touch type so that he could word process his
work.
19
5.
Conclusions
This study has used systematic gathering of data by two questionnaires with
responses from all the boys and about half their parents, together with interviews with
a sample of about half of the boys. The interviews have explored further the views
expressed in the questionnaire and further analysis revealed data supporting the
information produced by the questionnaires. The boys were very open at interview
and discussed freely, both positive and more negative views.
Overall, there were many positive aspects about these boys which suggest that their
selection for targeting was appropriate. Generally, there were relatively few
differences between Y8 and Y10, but there was a growing sense of lower
commitment by a minority at Y10, disaffection increasing compared with the more
positive Y8 boys. There were more differences between schools, but these tended to
be with reference to the questionnaire items specifically referring to school or those
referring to the boys’ community ethnic group, which was often conflated with school
given the demography of school attendance among these six schools.
The importance of religion in the lives of some boys, but not in the lives of others,
accentuated the school/ethnicity variation. This is clearly a major issue for schools.
For example, at interview, Muslim boys confirmed the importance of religion but also
gave details of the time they spent on associated activities, especially attendance at
the mosque. This factor has many positive aspects, but it is also important to
acknowledge the impact on the boys’ time. This varied with different estimates given
among the boys, partly a reflection of different mosques’ practices. In all cases it
was significant with, for example, one school’s boys estimating 2 hours per night.
This is the same as the average time spent on homework by the boys in this sample.
Initial analysis suggests that target-setting and other initiatives by the schools are
positive, but there are also important issues raised by the boys’ reported views on
their schools. They welcome and respect fairness, good teaching, interesting
lessons and good discipline, even strictness. They are critical of what they perceive
to be less adequate teaching and unfairness by teachers. This is a common
research finding, but important in this study nonetheless.
There were relatively few differences between the Year 8 and year 10 boys but there
was a degree of increasing loss of commitment and interest, and a certain
disaffection among some of the older pupils. Initial responses to the LEP’s initiatives
seem to have impacted more, and positively, on the Y8 than Y10 boys.
There was more evidence of differences between schools, on the boys’ ratings of a
number of different factors. Care must be taken with these comparisons. When
large numbers of comparisons are made there is a stronger possibility of chance
differences being found to be statistically significant. To counter this possibility,
differences are only reported as statistically significant only if they reach the .01 level,
a more cautious threshold. It is also important to note that these data refer only to
the targeted boys not the whole school. Finally, parent data are reduced with only
about half the parents responding, despite the efforts of schools, and parent data are
only available from 5 of the 6 schools. That said, the differences identified will
provide interesting data for schools to consider.
There are clear differences between schools which are related to ethnicity and
religion, suggesting that ‘school’ differences actually reflect community and pupil
intake differences. Others relate to home factors (e.g. whether the boys have a quiet
place for homework). There are also ‘school’ differences in aspirations to university
20
and the amount of homework the boys claimed to do each week, among others.
Schools will want to consider these differences and the degree to which they reflect
their own actions as well as responding to particular pupil intakes.
The LEP’s initiatives will include specific activities as well as any enhancement of
‘normal’ school practice such as more detailed target-setting. It is too soon to draw
conclusions about the former as these are just starting. It is, however, necessary for
schools to explain to the boys more fully, and probably more than once, the school’s
perceptions of the project in order for the boys to grasp its purpose.
To conclude, the present analyses have indicated this is an important project and
have confirmed the necessity for a clear set of baseline data which this study will
provide.
21
Appendix 1: Statistical analyses
The differences between schools were examined using analysis of variance
(ANOIVA). Initially this method identifies whether there is a statistically significant
difference between schools overall: this occurs when there is a spread of mean
scores between the schools. It is then of interest to know where the differences lie.
This is analysed by a post hoc test, in this case the Scheffe was used.
The post hoc test provided results which compare each school with each other
school and indicates where such comparisons are statistically significant. Typically,
in a group of 5 or 6 schools, the schools with the highest and lowest means will show
significant differences while others, spread between the extremes, may not.
In this report we indicate whether the ANOVA showed statistically significant
differences across the schools and then indicate the pattern of significant differences
between specific schools
22
Appendix 2: ‘What do you want to do after your GCSEs in Year 11?’
Frequency
12
missing
%
7.6
6th form college
1
.6
A job
1
.6
1
.6
1
.6
1
.6
A Level study Psychology + University
Be a professional football player
Be an Engineer and Fireman
Builder/Apprentice
1
.6
College
17
10.8
College and University
1
.6
College then University
1
.6
College, University
1
.6
College/Work
1
.6
Do A Levels
1
.6
Do A levels and Uni
1
.6
Don't know
3
1.9
Further Education, course in English Literature,
Ancient History
1
.6
Get a job
8
5.1
Get a job + go to college
1
.6
Get a trade/enjoyable job in the construction
industry.
1
.6
Get a decent job
1
.6
Get an Apprenticeship
1
.6
1
.6
Go college
6
3.8
Go College
1
.6
Go College & University
1
.6
1
.6
1
.6
1
.6
Go college or job
1
.6
Go in the Army
1
.6
Go on to College
1
.6
1
.6
1
.6
Go to college
26
16.5
Go to College
12
7.6
Get an Electrician Apprentice
Go college and after that get a good job
Go college and become a builder
Go College and go University
Go on to sixth form college and study
Go to America get a Scholarship
23
Go to college & be an electrician or Plumber
1
.6
1
.6
1
.6
1
.6
1
.6
1
.6
Go to six form college
1
.6
Go to sixth form
1
.6
Go to University
2
1.3
Have a good job
1
.6
I don't know
1
.6
I want to go to college
3
1.9
I want to go to University
1
.6
I want to rescue animals
1
.6
ICT, PE, Science
1
.6
Job
1
.6
1
.6
Join Army
1
.6
Join Police
1
.6
Lawyer
1
.6
Learn about law
1
.6
Motor mechanic
1
.6
Move on to college
1
.6
Music college
1
.6
Not sure yet
1
.6
Play professional football
1
.6
Play Rugby
2
1.3
Plumber
1
.6
Race Driver
1
.6
1
.6
Sixth Form College
1
.6
Start plumbing courses
1
.6
To get a good job
1
.6
University
1
.6
Unsure
1
.6
Work
5
3.2
Work with Dad
1
.6
Wright
1
.6
158
100.0
Go to college and get a part time job
Go to college and study Architecture and
Structural Engineering
Go to college, be a plumber
Go to College/University
Go to Manchester University
Join a Football Team and try to get scouted
Sixth Form College - A Levels
Total
24
Appendix 3:
‘What job do you hope to do when you leave education?’
Frequency
Percent
Missing
17
10.8
A Footballer
1
.6
A good job
1
.6
A Lawyer or a Teacher
1
.6
A Solicitor
1
.6
Accountant
4
2.5
Act
1
.6
Aerospace Engineer or PC
Electrician
1
.6
Anything
1
.6
Architect
1
.6
1
.6
Architect/Structural Engineering
Architect and Building
1
.6
Army
2
1.3
Be a Chef
1
.6
Be a Musician/Teacher
1
.6
Be a Pilot
2
1.3
Be a Plumber
1
.6
Become a footballer
1
.6
Become a professional Rugby
Player/Sports Physio
1
.6
Builder
3
1.9
Business
1
.6
Business Man
1
.6
Business or Footballer
1
.6
Chef
1
.6
Computer Programmer
1
.6
Computers/Graphics
1
.6
Doctor
3
1.9
Don't know
6
3.8
1
.6
Don't know yet
2
1.3
Electrician
2
1.3
Electronics Engineer
1
.6
Engineer
1
.6
Engineer and Fireman
1
.6
Engineering
2
1.3
Fireman
1
.6
Fireman/PE Teacher
1
.6
Football Player
1
.6
Football Player/ICT Tech
1
.6
Football Player/Scaffolder
1
.6
Don't know keep changing my mind
25
Footballer
1
.6
Get an Apprenticeship
1
.6
Go in the Army
1
.6
Graphic Designer
2
1.3
1
.6
Headteacher
1
.6
I don't know
1
.6
I want to be a businessman on my
own
1
.6
I want to be a Zookeeper
1
.6
I want to be an Architect
1
.6
I want to rescue animals
1
.6
I would like to be an Artist
1
.6
ICT Manager
1
.6
In a Band/Actor
1
.6
IT
1
.6
IT or Engineering
1
.6
IT Technician, Sports Leader,
Chemist
1
.6
Join Army
1
.6
Joiner
2
1.3
Journalism, Archaeologist, Author in
spare time.
1
.6
Lawyer
3
1.9
Lawyer or get a degree
1
.6
Mechanic
10
6.3
Naval Engineer
1
.6
Not sure
5
3.2
Not sure yet
2
1.3
Pharmacist
1
.6
Physicist
1
.6
Pilot
1
.6
Plumber
4
2.5
Plumber or electrician. Maybe run
up my own business if I am lucky
1
.6
Plumber/Electrician
2
1.3
Plumbing
1
.6
Police
1
.6
Police Force
1
.6
Police Officer
2
1.3
Policeman
3
1.9
President
1
.6
Psychiatrist
1
.6
RAF/Joiner
1
.6
Roofer
1
.6
Rugby
1
.6
Rugby League
1
.6
Rugby Player, Plumber
1
.6
Scientist
1
.6
Have a good job, good payment
26
Session Musician
1
.6
1
.6
1
.6
1
.6
Something to do with IT
1
.6
Sporty person
1
.6
Teaching/Police force
1
.6
To be a Technician
1
.6
Truck driving
1
.6
Undecided
1
.6
Under water welder
1
.6
Unsure
1
.6
Work
1
.6
Work a PSV glass
1
.6
Something in the construction trade.
Something Sport
Something to do with Computers
Wrestler or NFL Player
Total
1
.6
158
100.0
27