(Original post by matt_price93)
The problem is completely relevant here - people who are academic are being brought down by people who struggle, and therefore they are being FORCED to take a BTEC, whereas at a grammar school that isn't the case.
Ultimately, it's still segregation, you're separating the children into different areas based on ability - isn't that what grammar schools do?
Not in class? What about in terms or revision, homework? They make socialise with children outside of school who may influence them to disregard their work.
Grammar schools promote equality in my opinion. In a comprehensive school, it is clear to me that the more academic are discriminated against in the favour of the less academic. Social division? I have many friends in comprehensive schools, and most of my friends do as well.
You say a suppression of opportunities who fail to get into them? Why would you have everybody have this suppression then?
1. You’re addressing the symptom, not the cause. Students are being forced to take BTECs etc. to increase the number of good grades achieved by the school so they look better in the league tables. If the construction and emphasis on the league tables changed so that the figures couldn’t be massaged in this way, the compulsion to force students to take BTECS, where not appropriate, would end.
2. We could argue semantics here but there’s no point, as regardless of what you call it there’s such an obvious difference between the two systems. One where students are separated at an early age according to an arbitrary test into different institutions almost pre-defining them as 'successful' or 'failures' before they’ve even started; and one where all go through a system in which they’re flexibly
placed in classes that best suit their particular strengths and weaknesses, and allows for change according to the rate at which they improve or struggle throughout their school career.
3. Equally, the more academic pupils could drag the less interested up. This is a much larger topic than my previous reply acknowledged (purposefully, as tbh I can’t really be arsed), but think about the two-way nature of the relationship as well as the psychological/motivational impact of a system which doesn’t paint a vast majority of the year group as ‘failures’.
4. I don’t understand how the more able are discriminated against?
5. Where there’s a dual system which elevates one group and belittles the other, there will inevitably and unfortunately be stigma attached to pupils and school graduates according to which type of school they attended. If there’s a single system which treats all students equally, there’s no basis for such stigma and pupils will instead be judged on their individual merits. Your grammar system benefits those who are included at the expense of those who are excluded; a fully comprehensive system places all on the same footing, and so is of benefit to everyone.