An article in the TES, an education magazine, has caused some consternation – and rightly so. In a comment piece, written by a teacher, the author appears to describe being irritated at a child who is determined to get an A grade rather than a B at A-level.
That is not what the government wants this teacher to be doing. We can tell that from the incentives that this sixth-form teacher faces. The author works at a sixth form college, and if that child fails to get an “A”, it will show up in his college’s results. Sixth forms are ranked on the average grade attained by their students, and pushing a kid from a B to an A shows up in the school point score.
Were this teacher teaching a 16 year-old, however, his behaviour would be perfectly rational. The central measure for schools is the proportion of children getting passes of a C or better in five full GCSEs including English and maths.
Both regulation and league tables drive focus on that measure. There are buckets of data that reveal schools which are particularly focussed on that borderline, but as long as schools do well enough in the core measure, heads can safely ignore everything else.
As Graham Stuart, Tory chair of the education select committee has said, this measure offers no reward for pressing a child to move from a C to an A. It is rational for teachers to focus on getting children over the D/C borderline.