Written answers

Tuesday, 4 November 2008

Department of Education and Science

Disadvantaged Status

10:00 pm

Photo of John O'MahonyJohn O'Mahony (Mayo, Fine Gael)
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Question 515: To ask the Minister for Education and Science the number of primary and secondary schools in the State; the number designated as being disadvantaged; the criteria for so designating these schools; and if he will make a statement on the matter. [38272/08]

Photo of Seán HaugheySeán Haughey (Dublin North Central, Fianna Fail)
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DEIS (Delivering Equality of Opportunity in Schools), the action plan for educational inclusion, which is being rolled out on a phased basis over the period 2006-2010 provides for a standardised system for identifying levels of disadvantage and a new integrated School Support Programme (SSP). DEIS brings together and builds upon a number of existing interventions in schools with a concentrated level of disadvantage.

The plan represents a shift in emphasis away from individual initiatives, each addressing a particular aspect of the problem, while adopting a multi-faceted and more integrated approach. This is the first time that an integrated educational inclusion strategy has been developed for 3 to 18 year olds in this country.

The process of identifying schools for participation in DEIS was managed by the Educational Research Centre (ERC) on behalf of my Department and supported by quality assurance work co-ordinated through the Department's regional offices and the Inspectorate.

The ERC's overall approach was guided by the definition of educational disadvantage in the Education Act (1998), section 32(9), as: ". . . the impediments to education arising from social or economic disadvantage which prevent students from deriving appropriate benefit from education in schools".

In the primary sector, the identification process was based on a survey carried out by the ERC in May 2005, from which a response rate of more than 97% was achieved. The analysis of the survey returns from primary schools by the ERC identified the socio-economic variables that collectively best predict achievement, and these variables were then used to identify schools for participation in the School Support Programme. The variables involved were: unemployment; local authority accommodation; lone parenthood; Travellers; large families (5 or more children); and pupils eligible for free books.

In the case of second-level schools, the Department supplied the ERC with centrally-held data from the Post-Primary Pupils and State Examinations Commission databases. Based on an analysis of these data, the variables used to determine eligibility for inclusion in the School Support Programme were as follows:

Medical card data for Junior Certificate candidates (including Junior Certificate School Programme candidates) 2002, 2003, 2004

Junior Certificate retention rates by school for the 1995, 1996 and 1997 school entry cohorts

Junior Certificate exam results aggregated to school level (expressed as an OPS — "Overall Performance Scale" — score). This was based on each student's performance in the seven subjects in which s/he performed best aggregated to school level for the 2002 and 2003 examination cohorts

Leaving Certificate retention rates by school for the 1995, 1996 and 1997 school entry cohorts.

The identification process was in line with international best practice and had regard to and employed the existing and most appropriate data sources available.

A review mechanism was put in place to address the concerns of schools that did not qualify for inclusion in DEIS but regarded themselves as having a level of disadvantage which was of a scale sufficient to warrant their inclusion in the programme. The review process operated under the direction of an independent person, charged with ensuring that all relevant identification processes and procedures were properly followed in the case of schools applying for a review.

Out of a total of 3,300 primary and 733 second-level schools, 876 schools have been included under the DEIS action plan. These comprise 673 primary schools and 203 second-level schools

In the region of €800 million will be spent by my Department this year on tackling educational disadvantage at all levels — from pre-school to further and higher education. This represents an increase of nearly €70 million on the comparable 2007 figure and is testament to the Government's determination to prioritise social inclusion and ensure that all our children and young people get the supports they need to do well at school. Social inclusion measures across all Government departments have also been prioritised under the Towards 2016 agreement, the National Action Plan for Social Inclusion 2007-16 and the National Development Plan.

Targeting resources at the most disadvantaged schools that are working to counteract educational disadvantage will continue to be a priority for the Government.

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