Streaming

I’m not talking about downloading movies or anything like that;  I’m talking about the practice of grouping schoolkids into classes according to their abilities — something which has been regarded as doubleplusungood by Big Education for a long time.

As always, Joanne Jacobs brings in da numbers:

“It wasn’t long ago that some educational researchers in the UK and Ireland were calling ability grouping ‘symbolic violence’.”

And yet…

Strong students learn less math in mixed classes, concludes a new Education Endowment Foundation study of English middle schools, reports Richard Adams in The Guardian. Weaker students, as judged by prior math achievement, do about the same whether they’re in mixed classes or lower-track classes, University College London (UCL) researchers found. Furthermore, students placed in lower-track classes were more confident of their math abilities than those in mixed classes.

I can attest to this.  Way back in time, we members of the chalk ‘n slate set were “streamed” in just about every class, from A to D where the numbers supported it (e.g. in Mathematics and English), and from A to C for the elective classes (such as Geography, Biology and History).

I remember starting at St. John’s College in the A class for every course, but by the end of my second year I was moved down to the B classes for Mathematics and Science (Chem and Physics, which were combined into a single discipline).  All the other courses, I remained in the A stream (English, Afrikaans and Latin — our French class was so small that streaming made no sense).

Once I’d got over the shame of being “dropped” — and withstood the anguish of my parents, who couldn’t believe that their “straight A” son was no more — I actually found those two courses less intimidating, because I didn’t have to work with the super-smart Maths and Science geniuses in the A class who regularly got 90%-100% for all their tests, whilst I was lucky to pass.

In the B classes, however, because the teaching was delivered at a much slower pace, I regularly passed all the tests, along the way discovering that my actual problem was that I had no facility for mathematical processing — ironic, really, considering that I ended up being a statistician and data analyst at the Great Big Research Company, and later as a data model algorithm developer as a consultant.

My problem was never getting the thing solved;  I just needed a lot more time than everyone else to get there.  So tests were always going to be difficult for me because of the limited time thereof.  (I proved this when I took the Core Math class at college, yeah in my fifties:  I could barely scrape through tests with a passing grade, but because the final exam was taken in a lab with no time constraints, I ended up with a final “B” grade — my only one in all the courses I took for my B.A. — because while my semester tests were a dismal failure, I actually scored 99% for my final exam, which luckily for me counted for 80% of the total.)

But I wouldn’t have been able to do even that, if my self-confidence hadn’t been bolstered in high school by being able to work at a slower pace in the B class.

So you can put me on the side of people who don’t think that ability grouping / streaming is symbolic violence.

Seeking Better Times

I blame my parents.  Had it not been for them, my life story would have been quite different (never mind non-existent).

Neither parent came from aristocratic nor even middle-class stock, in fact quite the reverse:  my father was a farm boy, later a welder and boilermaker, still later a civil engineer;  my mother was a miner’s daughter, secretary and later, a housewife.  Not the most promising ground for a young boy to grow into something much.

Yet they both had one burning desire:  to make their children more educated, and in those days in once-colonial South Africa, this meant sending both me and my sister to expensive private schools — state-run schools then, now and forever, no place to become educated.   The other course they decided on was that we children were to be raised as English-speakers primarily, and bilingual Afrikaans a distant second.  For my father, an Afrikaner who could trace his roots all the way back to pre-colonial South Africa and who spoke only Afrikaans until he met my English-speaking mother, this was no small thing;  but as a student engineer, he’d struggled mightily because back then, there were no Afrikaans textbooks for engineering so he’d had to learn to understand English at the same time that he was grappling to learn engineering.  Even so, he’d never read Shakespeare or any of the vast treasures of English literature, and never would.  As a result, he vowed that his children would not be brought up with that linguistic handicap:  so off we went, to St, John’s College and St. Andrew’s School for Girls respectively.

The “colonial” part of the above cannot be overstated.  South Africa had been a British colony for a long, long time:  the Cape Province and Natal since 1806, and the rest of the country since the conclusion of the Boer War in 1902.  While the Dutch (later Afrikaans) influence was significant, the overwhelming influence of the culture was English, and by “English” I mean pertaining to England and not to Great Britain.

Hence, St. John’s College was a brother school to England’s Eton College and not Scotland’s Gordonstoun, for instance.  In some areas of South Africa, a large proportion of its White inhabitants spoke no Afrikaans at all, and even in cosmopolitan Johannesburg, speaking Afrikaans was often seen as “low class” among the upper-upper crust, and Afrikaans words were Anglicized.

The “class” ethos was completely embraced by the English-speakers, even though actual titled families and the scions thereof were practically non-existent.  Most recent British immigrants were of middle-class or (some) working-class stock, and they embraced the English class structure with vigor.  In Pietermaritzburg in Natal Province, for example, the highlight of the social calendar was the annual Royal Agricultural Show, which resembled nothing as much as an English institution like the Chelsea Garden Show, and was run for many years by Mark Shute, a Brit by birth and an Old Boy from Marlborough School in Wiltshire.

And the appellation “Royal” could be found all over the place, in its original meaning of “As appointed by His/Her Majesty”, as could institutions named “King’s” or “Queen’s” (e.g. King Edwards School and Queen’s College).

As a result, we kids raised in this atmosphere were steeped in English culture — until 1961, we sang “God Save The Queen” at the end of a movie, and as late as the 1970s, people would clap when members of the Royal Family appeared on movie screens (well, half the people anyway:  the Afrikaners would stand stonily silent).

And this English culture was firmly rooted in the past:  Victorian, Edwardian and that of the 1910-1960 era.  The morals, virtues and values were all English circa  1820-1960:  fair play, cricket, infra dig., formal teatime at 4pm, “that’s just not done, old man” and even noblesse oblige  (sans any noblesse ) and all that.

As one of the people raised in this tradition, therefore, it should come as no surprise at all that I espoused, and still espouse that tradition.  My schooling and cultural upbringing were always steeped in reverence for tradition, said tradition pretty much ending just before the Swinging Sixties [spit], and even though I as a callow youth embraced the latter with a vengeance, I would drop it like a hot rock whenever it came time for the Old Boys’ Banquet at the Rand Club or College Gaudy Day (in American parlance, homecoming), and don the formal attire required for said occasions.

So therefore it should also come as no surprise at all that I revere occasions such as Test cricket at Lord’s, the Badminton Horse Trials and, of course, the Goodwood Revival (any of which, I should state, I would rather attend than the British F1 Grand Prix — and you all know how much I love Formula 1).

Even being called a “colonial type” (a slight insult in the U.K.) brings not anger or resentment but a warm feeling in me.  I may not have been born in the right time or place, but that doesn’t mean I don’t love it.

Thus, I am enormously attracted to the prospect of a return visit to Lord’s, High Tea at Fortnum’s, donning the Harris Tweed to go birdshooting with Mr. FM at Lord Someone’s estate, and attending the Goodwood Revival dressed in period clothing (which hasn’t changed much — duh! — from the aforementioned attire for shooting).  And those are just some of the activities which jump to mind.

It all hearkens back to my upbringing and brings with it a longing for a gentler, more gracious era, and my being an entrenched conservative, this too should be unsurprising to anyone who knows me.

And it’s all thanks to my parents.

Here are a few of the aforementioned occasions and artifacts:

I have to stop now, or we’ll be here all day.