Would the newly announced increase in grammar school enrolment lead to greater social mobility in the educational system in Britain? 

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The British education system has been continuously debated, particularly on social mobility. Social mobility refers to how individuals can move between social classes, usually through education, to improve their socioeconomic status. Recently, the British government announced its plans to expand the number of grammar schools in the country. The essay aims to evaluate whether this expansion will increase social mobility within the British education system.

Grammar Schools in the UK are selective secondary schools that typically admit pupils based on academic ability. These schools were popular in the UK in the mid-20th century and were designed to provide children from working-class backgrounds with access to a high-quality education. However, the introduction of comprehensive schools in the 1960s, which did not select pupils based on academic ability, led to a decline in the number of grammar schools in the UK.

In September 2016, UK Prime Minister Theresa May announced her government's plans to expand grammar schools, arguing that such a move would increase social mobility within the British education system. The proposal has mixed reactions, with supporters arguing that grammar schools allow bright students from low-income backgrounds to access high-quality education. In contrast, critics argue that they exacerbate social inequality by reinforcing class divisions. This essay explores the potential impact of the expansion of grammar schools on social mobility within the British education system.

Firstly, it is essential to note that the evidence on the impact of grammar schools on social mobility is mixed. While supporters of grammar schools argue that they provide an opportunity for bright students from low-income backgrounds to access high-quality education, critics argue that they reinforce social inequality by favouring children from more privileged backgrounds. Studies have shown that grammar schools tend to be disproportionately populated by students from more affluent backgrounds and that most students at grammar schools come from families in the top 20% of the income distribution. Moreover, research suggests that grammar schools do not necessarily improve social mobility for students from lower-income backgrounds and that students from disadvantaged backgrounds who attend grammar schools do not necessarily perform better than non-selective schools.

Secondly, the expansion of grammar schools will likely impact most students who do not attend them negatively. Critics argue that the expansion of grammar schools will lead to a two-tier education system, where a minority of students attend selective schools while the majority attend non-selective schools. This is likely to exacerbate social inequality, as students who attend non-selective schools may miss out on opportunities available to those who attend selective schools. Moreover, the expansion of grammar schools will likely lead to increased competition for places, which may lead to further pressure on already oversubscribed non-selective schools, exacerbating educational inequalities.

Thirdly, alternative policies could be pursued to increase social mobility within the British education system. For example, investing in early years education, reducing class sizes, and increasing funding for schools in deprived areas could all help to improve educational outcomes for students from lower-income backgrounds. Moreover, other models of selective education, such as comprehensive schools with streaming and setting, can provide high-quality education to a diverse range of students.

To conclude, the recently announced expansion of grammar schools is unlikely to increase social mobility within the British education system. Instead, the evidence suggests that grammar schools favour students from more affluent backgrounds and do not necessarily improve social mobility for students from lower-income backgrounds. Moreover, the expansion of grammar schools will likely lead to a two-tier education system, which may exacerbate social inequality. Instead, policies that focus on improving educational outcomes for all students, particularly those from lower-income backgrounds, are likely to be more effective at increasing social mobility within the British education system.