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by Ralph Jemmott
One of the indices by which Barbadian Education performance is judged is student performance in the Common Entrance Examination or the Barbados Secondary School Entrance Examination, (BSSE).
In 1959 when it was introduced it was considered to be ‘a more transparent and widely accepted means of selecting students for secondary schools.’ (Tsang, Fryer and Arevalo. ‘Access, Equity and Performance: IADB Publication 2002.
Another indicator of performance is the results of the Caribbean Secondary Examination (CSEC). A third is the outcomes of the Caribbean Advanced Proficiency Exams (CAPE) or its equivalents, successors to the Cambridge Advanced levels.
Usually six years of primary schooling involves Infants classes 1 and 2 followed by Junior classes from classes 1 to 4 ranging from age five to eleven. At this point students take the Eleven Plus exam for transfer to the secondary cycle of schooling. It is not uncommon for ‘bright’ students to take that exam at age 10. In 2022 requests were made for some 18 candidates to write the exam early compared with 12 requests in 2021 and 17 in 2020. 15 such pupils were given that opportunity this year.
The determining factor according to the Ministry is the candidate’s ability to score 85 or more in both the Maths and English papers in classes 3 and 4. The end to the 1959 experiment has been much anticipated, at least by some. If the Minister of Education, Kay McConney is to be believed, it may still be around for at least one more year. Apparently the education authorities are now finding that the issue of 11 Plus abolition is far more complex than was first assumed in the political rantings. This year’s test which normally would have taken place in May was understandably delayed until July 5 because of interrupted face to face instruction. This gave students more time to prepare, for which the Minister credits improved performance.
As usual the nonsense about the attention given to the top performers has been expressed. Although the Eleven Plus is not a race, good performance is good performance and those who did well are to be congratulated. One must remember however that the 11 Plus is neither the beginning nor the end of any child’s education.
The two top performers, Renelle Best of St, Gabriel’s and Azario Gooding of St. George Primary are to be congratulated as well as others who performed creditably. I think I am right in saying that Ms. Best’ score of 100 in both Maths and English and an A in the essay represents a first. Other candidates have scored 100 but in one or other of the two papers but not in both.
Concern was expressed about the performance of boys, particularly in Maths. Girls have traditionally out-performed boys in English. Much in the educational literature suggests that generally speaking, girls tend to show a higher level of verbal acuity than boys at that age. The schooling of our males may require closer scrutiny.
The CBC Evening News focused rather too narrowly on the performance of public vs private schools. The only reason for the comparison is the notion that in relation to top performances, the public elementary schools in Barbados are failing. This is not and has never been quite true.
In such terms, the primary public schools have consistently held their own. As a retired private primary school principal once stated some parents pay the recognisably high fees for private schooling for what they perceive as the benefits of the ‘socialisation,’ to ostensibly higher behavioural, linguistic and other norms.
There may be some snobbery in this, but any parent, if they can afford, has the right to pursue what he or she feels is in their child’s best interest. According to Tsang, Fryer and Arevalo in academic year 1999-2000 some 22,238 students were registered in public primary and 2,491 in private primary schools. It is a tribute to Barbados that by 1980 the country had universal access to primary education. Every child in the country could find a place in a primary school, public or private.
What is missing from the reports on the 2022 Common Entrance test is the results of performance across the board from the student who got 100 in both papers with an A in the essay to the candidates who scored 10 or less. We should be told what percentage of this year’s candidates got a mark between say 80 and 100. What percentage between 79 and 50. What between 49 and 25 and what below 25, with how many, if any failed to score.
The mark for what it is worth might give some indication as to the degree to which students have or have not mastered the primary curriculum, is competent to move on to the secondary cycle pursuing what body of academic or techno-manual disciplines.
Students scoring below 35 would almost certainly require some measure of continuing remedial teaching focusing on essential cognitive skills related to literacy-comprehension and numeracy competence. Whether we abolish the Exam or not students have to move on to secondary school. It is important to know how they will be placed and what curriculum they will be given.
Some measure of streaming or what the Americans call ‘tracking’ is always necessary, it would make no sense to place the young lady who got double 100’s in the same class as one who got 15 and 20 in the Common Entrance, The weaker performers cannot be given the same curriculum as those with higher cognitive abilities and may have to proceed at a slower pace hopefully to enhance cognition, values development and practical skills.
Where possible weaker students should be placed in smaller classes taught by teachers with the requisite pedagogical skills. In Barbados, for one reason or another, too many things are hidden in the shadows. Taxpayers should call on the Ministry of Education to release the Common Entrance performance figures across the board.
Ralph Jemmott is a retired educator and regular contributor on social issues.
