Segregation in an era of inclusion? The role of special classes in Irish mainstream schools. ESRI Research Bulletin, 2018/02

This study assessed whether special classes operate as a form of segregation or inclusion for students with special educational needs. Ireland has a multi-track system of education where students with special educational needs can either attend mainstream school, special school or special classes in a mainstream school. In recent decades, there has been a dramatic increase in the numbers of students with special educational needs attending mainstream school and an expansion of special education resources including special needs assistants (SNAs), learning support and resource teachers and special classes. Although special classes have operated in the Irish education system since the 1970s, there has been a substantial increase in their numbers, with an almost doubling of these classes operating between 2011/2012 (548) and 2015/2016 (1,008). The type or designation of special classes has shifted from a traditional model of classes for students with Mild General Learning Disabilities (MGLD) towards more specialised units for students with more severe needs such as Autistic Spectrum Disorders (ASD). The majority of ASD classes have opened since 2010 and represent a shift in policy as to how these students are educated in mainstream education

Improving Second-level Education: Using Evidence for Policy Development

Second-level education has a crucial role to play in Ireland's long-term economic prosperity, as well as being intrinsically valuable, allowing young people to develop intellectually, socially and personally. Much of the debate internationally has focused on how countries compare against international benchmarks and indicators like PISA. This paper argues that, while we can potentially learn from what other systems have 'got right', it is important that we do not fall into the trap of engaging in 'policy borrowing'. Furthermore we now have a rich evidence base in Ireland on 'what works' in terms of school organisation and process. The paper reviews this evidence in a number of key areas: ability grouping, school climate, teaching and learning methods, and curriculum and assessment. The discussion reviews how these aspects of school policy and practice can make a substantive impact on student outcomes and act as 'drivers' of improvement, often requiring relatively modest levels of expenditure.education/Policy/policy development/Ireland

Is Early Mobile Phone Ownership Shaping Child Development? A longitudinal study of wellbeing among adolescent girls and boys in Ireland1. ESRI Research Bulletin February 2020/05

Children are increasingly getting access to mobile phones at young ages, and commentators argue that these trends are having an adverse impact on children’s wellbeing and development. However, the evidence underpinning these claims is often limited, with a lack of robust analysis and data. The ubiquity of mobile phone technology allows it to have a potentially unprecedented impact on children’s development. It can easily cross into school and home settings; it is difficult for parents and teachers to supervise and monitor usage, as it accompanies the child throughout the day; and, consequently, the frequency of engagement with mobile phone technology is likely to be far higher for than other forms of technology. We use detailed data on 8,500 children in Ireland to examine whether there is an association between early mobile phone ownership and socio-emotional outcomes

STUDENT, TEACHER AND PARENT PERSPECTIVES ON SENIOR CYCLE EDUCATION. ESRI RESEARCH SERIES NUMBER 94 NOVEMBER 2019

The nature of senior cycle has been subject to much policy discussion. Most recently, the National Council for Curriculum and Assessment (NCCA) initiated a review of senior cycle, with a scoping phase followed by consultation with casestudy schools and national seminars. Forty-one schools were involved in this process; they conducted consultations with staff and parents and NCCA staff carried out focus group interviews with junior and senior cycle students. This report draws on the two phases of the school-based consultation to document teacher, parent and student perspectives on the current senior cycle and potential directions for change. Because the schools volunteered for involvement, there should be caution in generalising to the broader population of schools. Nonetheless, the findings yield important insights into the benefits and challenges of senior cycle, closely mirroring findings from previous Irish research

THE EARLY IMPACT OF THE REVISED LEAVING CERTIFICATE GRADING SCHEME ON STUDENT PERCEPTIONS AND BEHAVIOUR. ESRI RESEARCH SERIES NUMBER 85 JANUARY 2019

This report examines the early effects, on student perceptions and behaviour, of a change in the grading structure for the Leaving Certificate (LC) examination, which took place in 2017. Potential change in LC outcomes is an important policy issue, given the crucial role played by upper secondary grades in access to higher education (HE) and in (higher quality) employment in Ireland (Hannan et al., 1998; McCoy et al., 2010a; Smyth and McCoy, 2009). In Ireland, the terminal, externally assessed system, with its high-stakes character, has been found to profoundly influence the nature of learning and skills development experienced by young people (McCoy et al., 2014b; Burns et al., 2018; Smyth et al., 2011). This report assesses whether an adjustment in the grading system has had an impact on the perceptions and behaviour of the first cohort of students experiencing the new scheme, in their final year of school

Investing in Education: Combating Educational Disadvantage. RESEARCH SERIES NUMBER 6 MAY 2009

Education matters because it is intrinsically valuable, allowing children and young people to develop intellectually, socially and morally. It also matters because, in Ireland, as in many other countries, education is a powerful predictor of adult life chances. Inequality in educational outcomes means that some groups do not reach their potential and experience restricted opportunities across several aspects of their lives: Equality in education matters … because education is indispensable for the full exercise of people’s capabilities, choices and freedoms in an information-driven age. (Baker et al., 2004, p. 141

SCHOOL LEAVERS: HOW ARE THEY FARING? ESRI Research Bulletin 2009/1/2

Recent evidence from the School Leavers’ Survey suggests that young people who enter the labour market after leaving school are likely to be particularly vulnerable in the current economic climate. Since the late 1970s the Economic and Social Research Institute has been carrying out research and publishing data on the employment and education outcomes of school leavers. A new report in this series* suggests that young people who leave school without a Leaving Certificate qualification tend to be more vulnerable to unemployment, and are therefore likely to be particularly vulnerable during the current recession

INVESTING IN EDUCATION. ESRI Research Bulletin 2009/3/3

Education matters because it is intrinsically valuable, allowing children and young people to develop intellectually, socially and morally. It also matters because, in Ireland, as in many other countries, education is a powerful predictor of adult life chances. Young people who leave school early do not reach their full potential and experience restricted opportunities across many dimensions of their lives. A new study by Emer Smyth and Selina McCoy,† addresses the costs of early school leaving to the individual and to the broader society. The study draws on a range of information to assess outcomes among early school leavers and to analyse policy interventions designed to prevent school drop-out

IDENTIFYING THE BARRIERS TO HIGHER EDUCATION PARTICIPATION. ESRI Research Bulletin 2010/1/5

As economic circumstances remain difficult and CAO applications reach record numbers, there has been renewed focus on higher education. In part this reflects the severe deterioration in labour market opportunities for young people, particularly in relation to apprenticeships. Postponement of labour market entry among school leavers more generally and growing numbers of (young) adults returning to college to improve their skills also play a role. In this context, identifying the potential barriers young people face in gaining entry to college is of central importance. Furthermore, identifying barriers to higher education participation is of great policy relevance given the impact of third level education on life chances. A recent study† focuses on a group which has not shared in the general trend towards increased third-level participation – the “lower non-manual” group. This group largely comprises lower level service workers (such as chefs, bus drivers, hairdressers) and accounts for just under 10 per cent of the population. It has not been previously identified as ‘disadvantaged’ in terms of educational participation, but the study shows that young people from this socio-economic group are poorly placed in terms of college participation and are also the only social group to have seen a fall in levels of college entry over time. The study analysed the factors shaping entry or non-entry to college, using a combined analysis of 10 years of School Leavers’ Survey data and in-depth life-history interviews with school leavers whose parent(s) were employed in such non-manual jobs

INVESTING IN EDUCATION. ESRI Research Bulletin 2009/3/3

Education matters because it is intrinsically valuable, allowing children and young people to develop intellectually, socially and morally. It also matters because, in Ireland, as in many other countries, education is a powerful predictor of adult life chances. Young people who leave school early do not reach their full potential and experience restricted opportunities across many dimensions of their lives. A new study by Emer Smyth and Selina McCoy,† addresses the costs of early school leaving to the individual and to the broader society. The study draws on a range of information to assess outcomes among early school leavers and to analyse policy interventions designed to prevent school drop-out