Education

For anyone who isn’t following the long march of racial self-flagellation through America’s institutions, last week’s revelations about the excesses of New York City’s education tsar will come as a shock. Schools chancellor Richard Carranza has introduced mandatory ‘anti-bias and equity training’ for the city’s 75,000 teachers at a cost of $23 million a year. During these ‘workshops’ the teachers are told that ‘worship of the written word’, ‘individualism’ and ‘objectivity’ are all hallmarks of ‘white supremacy culture’ and that it is better to focus on middle class black students than poor white ones. To give you an idea of what these struggle sessions are like, take the experience of

Children have a right to an education. This has been written into English law since the Forster Education Act of 1870, which began the process of making education compulsory for children aged between five and 13, and no one in their right mind would oppose that statement. So when the number of permanent exclusions from schools is on the rise, the reasons behind this should be examined carefully. A child excluded from school is not accessing education, and therefore their rights have been violated. But is it really that simple? A breakdown of the groups most often excluded does not bring up many surprises. In nearly half the cases, exclusions

A good decade or so ago I wrote a fairly vituperative article in response to a piece by the writer James Bartholomew in this magazine, who had announced that he intended to home-school his daughter Alex, aged nine. James had explained in great detail how he would inculcate his charge in the liberal arts: ‘I don’t want to give the impression that I will be a Gradgrind. We will have some fun, too. Alex loves to paint. We will go to the major Cézanne exhibition in Aix and see his paintings of Mont Sainte-Victoire. Then we will see the mountain itself from the same viewpoint that he used. I hope

The Department for Education (DfE) published its finalised data on the 2018 GCSE results last week, revealing that, for the second year running, white pupils are doing worse in English secondary schools than any other ethnic group. According to the new Progress 8 measure, which assigns a score to GCSE entrants based on how much progress they’ve made between the ages of 11 and 16 relative to children of similar abilities, Chinese pupils do the best, with a score of 1.08, Asians are second (0.45), then blacks (0.12), mixed race (-0.02) and, bringing up the rear, whites (-0.10). What that score means is that on average white children are behind

The yearly scramble for school places is about to start and, as all British parents know, trying to find a school for your children can be an all-consuming business. When searching for a decent state primary for my own children, I was faced with intense competition for places in London along with soaring house prices. So I did what plenty of other middle class parents have done before me and moved out of the capital. For better or worse, my children’s education has dictated everything: from where I live to my choice of career. On this week’s Spectator podcast, Leah Mclaren takes issue with mothers like me. Isn’t the British obsession

One thing I love about my adopted country is the widespread cultural contempt for dullness. Unlike North Americans, intelligent British people rarely drone on in a witless or self-aggrandising manner. They deflect, make jokes and generally aim to please. But there is one boring subject no one here ever seems to tire of and that is schooling. ‘So where do your kids go?’ I’ve learned is just as loaded and inescapable a London dinner party question as ‘What do you do?’ or ‘Where are you on Brexit?’ If you choose private, you’d better have a plausible explanation (e.g. ‘We just didn’t want to make our child the social experiment’). And

How can we help transgender children? This is a question greatly exercising politicians and many are confused about what to do. In Scotland, children are now expected to ‘demonstrate an understanding of diversity in sexuality and gender identity’. The Scottish government supports a new classroom resource that tells primary school children that they may consider themselves to be a boy, a girl, or neither. ‘You know who you are,’ it explains. What guidance are teachers given? I found out two years ago when I was one of the 3,000 teachers and classroom assistants from across Scotland dispatched for training by LGBT Youth Scotland, a campaign group. During our training, we