Purdy, N. Walsh, G., Orr, K., Millar, A., Ballentine, M. (2023) Testing Times: Northern Ireland School Transfer without Tests in 2021

Abstract

The issue of post-primary transfer by means of academic selection is the focus of a highly polarised policy debate in Northern Ireland (as in other jurisdictions), and has formed the subject of a series of highly critical reports published over the past quarter century (e.g. Gallagher & Smith, 2000; Gardner & Cowan, 2005; Jerrim & Simms, 2019, McMurray, 2020, Harris et al, 2021, Purdy et al, 2021, Brown et al, 2021; Demie, 2021; Pivotal, 2022; Hughes & Loader, 2022).  These reports have frequently highlighted issues of educational inequity and social justice, and the detrimental impact of testing on children’s emotional health and wellbeing.  By contrast, proponents of academic selection argue that academic selection can promote social mobility (Brown et al., 2021) and point to the high attainment of pupils attending grammar schools and their higher rates of progression to university (Mansfield, 2019).  There have been few, if any, recent developments in this policy arena which is notable for the associated policy stagnation, often heated debate, inter-party disagreement, and a widespread sense of frustration among many parents at the political impasse and the resulting impact on children (Black & McHugh, 2021).

This quantitative study set out to explore the learning from the unique circumstances created by the ‘non-testing’ year of post-primary transfer in Northern Ireland (for admission into post-primary schools in September 2021), when AQE and GL tests were postponed and eventually cancelled as a result of Covid-19 public health concerns. The research aimed to critically examine the range of entrance criteria used by grammar schools in the non-testing year; to assess the resulting demographic composition of the pupil cohort accepted into post-primary schools; and to consider the impact on the distance travelled to school by the pupils accepted into post-primary schools.