Madam, - You published two thoughtful pieces on school league tables in your edition of August 19th. John White of the ASTI, when he writes that "pupils of similar ability on entry to second-level school have approximately the same chance of attending university", both makes and misses the point. The point is, precisely, "approximately".
The reason why significant (and increasing) numbers of parents are deciding to send their children to schools where there are high proportionate levels of university entry is what is seen as a "multiplier effect". Parents, rightly or wrongly, believe that their children will do better (marginally, maybe, but better) at such a school than at one where the proportion is lower, because they will be mixing with higher achievers. This self-selectivity is represented by a price of about €3,000 a year, reflecting the marginal value perceived by parents.
It is somewhat disingenuous of Mr White to ignore other reasons that value education as a "positional good". An illustration is that, now they can afford it, "Catholics" are colonising "Protestant" schools, possibly because of the multiplier effect but also because of an imagined social cachet.
It is often simple snobbery that that sees Clare or Mark going to a local fee-paying school rather than an equally accessible community college, even though the published statistics might show a similar proportion of students going on to university from these schools.
David Stanton makes the case for greater information, though the points I make above may indicate that choice in education is a complex thing, not easily amenable to a Victorian passion for quantitative measurement.
Nevertheless, since parents are going to do it anyway, a properly thought-out system of measuring how each school can add value to a student's performance may be better than none at all - or, worse, leaving it to the newspapers! - Yours, etc.,
IAN D'ALTON, Rathasker Heights, Naas, Co Kildare.
Madam, - As a parent and PAYE taxpayer, I am shocked at the stereotyping and generalisations made in the media concerning parents who send their children to fee paying schools. These parents have been portrayed as part of an "elite" middle class to whom €3,000 school fees is "small beer" and whose children are being subsidised by the PAYE sector.
I would like to know on what hard evidence these comments have been made. In addition to the academic element, these schools offer sporting facilities and extra-curricular activities, which supplement that offered by the State system.
Many parents like myself work hard to provide these opportunities for our children. We also pay our taxes. The withdrawal of State funding for private schools could put these opportunities even further beyond the reach of many families. Then these schools will truly become the preserve of the "elite" and very wealthy.
Should the media and the Minister of Education also target parents whose children are educated through the State system but who spend large amounts of money on grinds? Is it now a social crime to strive to provide the very best for our children?
The issues surrounding social and educational disadvantage are complex and, as in most things, can rarely be resolved with simple solutions.
But it is very easy to attack the faceless "elite" middle class and blame the social and educational inequities that exist in Ireland today on the aspirations which these parents have for their children. - Yours, etc.,
MARIA O'CONNELL, Stillorgan, Co Dublin.
Madam, - Aidan Regan (August 20th) writes that "private grind schools are merely preparing young adults for exams and not for life". The vast majority of fee-paying secondary schools must not be confused with the minority of so-called "points factories", of which Mr Regan speaks.
Having just finished the Leaving Certificate, I can assure Mr Regan that a considered approach was taken to education throughout my time in a private secondary school and that the prepared essays and photocopied notes spoken of by so many recently were nowhere in evidence. On the contrary, particular emphasis was placed upon developing independent learning, social and analytical skills.
When analysing the high proportion of college entrants from private schools, it is important not to confuse the handful of more mercenary establishments with their genuine, thorough counterparts, lest a disservice be done to many effective schools - those which do, indeed, prepare their students for life. - Yours, etc.,
GREG O'LEARY, Shrewsbury Lawn, Cabinteely, Dublin 18.