Finian McGrath (Dublin North Central, Independent)
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Question 731: To ask the Minister for Education and Science the position regarding pupils in community secondary schools who have to remain in the same stream even if there academic performances improve; and if she will end this practice. [20205/07]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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In general, the view of my Department and the evidence from research in Ireland and internationally is that mixed-ability classes are preferable, particularly in the junior cycle. This issue is dealt with through provision by the Second Level Support Service of whole-school inservice on mixed-ability teaching, through the work under the School Development Planning Initiative, through the ongoing work of the Inspectorate in evaluation and quality enhancement, and through dissemination of research findings of the ESRI/NCCA Report. An information leaflet for schools and parents summarising the key findings and recommendations of the research has been launched, and this will inform school practice and planning.

The Report by ESRI/NCCA examines the experiences of students in their first year at post-primary school. It shows that although students have both positive and negative feelings about moving to a new school, most students settle into post-primary school quickly.

Among the findings in the report are the possible negative effects that streaming of students by ability may have on how students settle into school. It is encouraging that the research indicates that the prevalence of streaming in first year is declining, and that the great majority (70 per cent) of schools surveyed used mixed-ability classes in first year with 16 per cent using banding and only 14 per cent using streaming.

We should keep in mind that "streaming" can take different forms and that sometimes different ability groupings may be helpful for the individual pupils at a later stage in their education. For example various syllabi are available at Higher, Ordinary and Foundation levels and it may be appropriate for classes to be organised along these lines.

Schools have discretion in how they organise their classes, and this is essentially an organisational issue for principals and school boards of management. The School Development Planning Initiative, supported by a full time support service, has an important role in advising schools on this matter with a view to achieving the best organisational arrangement for all pupils.