The Irish Times view on feeder schools: an unequal playing field

The latest feeder school tables, which chart students' progression from second-level schools to third-level colleges, expose the scale of educational inequality in Ireland. Access to the most competitive courses such as medicine is heavily dominated by students from privileged schools; school leavers from more affluent parts of Dublin are twice as likely to progress to higher education compared to less well-off areas; schools which send the most students to third level are disproportionately fee-charging.

Social class is rarely acknowledged in public debate, yet these figure demonstrate that class barriers are limiting the aspirations of many in marginalised communities. For these students, the playing field of examinations is far from level.

Education is one of the most powerful tools for giving students an even chance in the world. However, latest figures from the Organisation for Economic Co-operation and Development (OECD) show investment in education in the State languishes towards the bottom of the league table for wealthy countries. Many schools spend much of their time fundraising to help make ends meet. The fact that some private schools can generate extra funds by charging significant fees contributes to an unequal playing field.

Narrowing the gap isn’t straightforward. Affluent families will also invest more in children’s education through grinds, music lessons or language exchange trips. But we can still do far better.

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The Deis (Delivering Equality of Opportunity in Schools) scheme is producing encouraging results, though the attainment gap with other schools remains far too wide. Much more ambition is needed to tackle this class divide, backed by adequate funding and political will. A parent’s ability to pay should not pre-determine a child’s level of educational achievement. Education may, in theory, be the great leveller, but it is more complex than that. It requires surrendering privilege; setting aside more places for poorer children at the best universities; properly funding schools; and forging closer links between colleges and school leavers in under-privileged areas.