Secondary Education (GCSEs)

Mark Tami Excerpts

Tuesday 26th June 2012 Commons Chamber

[Damian Hinds]

I am always happy to hear from distinguished maths teachers, but I am not quite sure how the hon. Lady’s intervention relates to or contradicts what I just said. I was saying that there have clearly been real improvements, but I do not think there is anyone left, including that distinguished maths teacher, who doubts that on top of those real improvements there has been significant grade inflation, as acknowledged by the shadow Secretary of State.

There are four key elements to the grade inflation. First, there has been the gradual easing of what we used to call the syllabus—now called the specification—on the part of the exam board. Secondly, at the school end, there has been teaching to the test. Thirdly, there have been all sorts of elements in the design of examinations, including modularity or what is now called unitising, early takes, re-sits, the use of calculators and so on. Fourthly—this sounds a bit dull and technical but it is very important—there is the statistical tolerance in the results. Every year, there is rightly a normalisation to say what results, for example, a key stage 4 cohort should get relative to what they achieved at key stage 2, with perhaps a 1% tolerance either way on a finding—but of course the tolerance only ever goes up. That is the most pure form of grade inflation.

[Mark Tami (Alyn and Deeside) (Lab)]

The hon. Gentleman is making these points about how people work within the rules to maximise the effect, but even when I was at school there were children who were thought to be marginal when it came to getting an O-level and were dissuaded because it was thought that they would skew the results and do the school down. Let us not pretend that this is something new.

[Damian Hinds]

The hon. Gentleman is very youthful looking but I am not sure the league tables were in place when he was at school, so I find that point slightly confusing.

Does it matter that there has been grade inflation? I think we have all heard from higher education institutions, employers in our constituencies and members of the public that it does matter. One witness who gave evidence to the Education Committee’s exams inquiry said they did not believe that employers expect to be able to compare exam results over time, but I have news for him: that is exactly what employers, higher education institutions and parents expect to be able to do, and quite justifiably so. However, the system does not support them in doing that. Although there have been many factors at play with grade inflation, there are three root causes among which there is interplay: the pressure on schools to deliver the results; the competitive land grab for volume market share on behalf of the competing exam boards; and a too malleable system that attempts to put everything on a single scale when everything does not necessarily fit together.

I think we have moved on a good way in this debate. Over the past few days, the phrase we have heard most often on this subject has been about not wanting to return to a two-tier system, but increasingly there is a recognition that there are two tiers now, with 40% of youngsters being left behind. One could even argue that there is a third tier, with the young people who are put on to other qualifications that are of so little value to them in later life. Even in the purer sense, within a single-subject GCSE there are the two tiers of the foundation level and the higher level. Although this has been talked about much today, it is in many ways the best kept secret in education. I keep finding, when I talk to the parents of 14 and 15-year-old pupils, that they are not aware of that distinction. In many ways O-levels and CSEs never went away—they were just rebranded, but into one thing.

Let us take the example of GCSE maths. If someone is entered for GCSE maths at foundation level, that decision will be taken when they are in year 10 and the highest grade they can then achieve is a grade C. That sounds very much like getting a CSE grade 1 in the 1980s. And it is not just maths. Other subjects that are tiered include biology, physics, chemistry, general science, classical civilisation, Latin, English literature, English language, geography and modern foreign languages— almost every one of the core academic subjects that most of us did at school, with the single exception of history.