Curious about how the 11 Plus exam began? In this article, we’ll explore why and how it all started, peeling back the layers of history to understand the beginnings of the 11 Plus Exam and things that have sparked lively conversations and debates about it over the years.
How Did the 11 Plus Exam Start?
How did this important test come to be, influencing the education of many students in the UK? Here’s a brief account of the history of the 11 Plus exam:
1902
There wasn’t much public secondary education in the UK until the government made some changes. They created new public grammar schools and also helped out the existing ones. They also started some technical training courses for kids who weren’t into academics.
1944
The Education Act of 1944, also known as the Butler Act, was passed and provided free education to children ages 5 to 15. The 5 to 10-year-olds went to primary schools, and the 11 to 15 went to secondary schools.
The 11 Plus exam was introduced as part of the Act to assess the academic abilities of students at the age of 11 and determine their eligibility for different types of secondary education.
There were three types of secondary schools or the Tripartite system at the time: Grammar Schools (for those who wanted to go to university), Technical Schools (for those who wanted to learn a trade), and Secondary Modern Schools (for those in the middle).
The 11 Plus tested kids on verbal and non-verbal reasoning, plus some maths and English.
1950s-1960s
The 11 Plus exam became widely implemented across the UK. But, as time passed, some people thought this system wasn’t fair. Critics didn’t like the 11 Plus because it decided a kid’s school path at such a young age and only created an educational elite, much like fee-paying schools.
The government decided to shake things up and bring in a new system known as the comprehensive education system. Children no longer have to take an exam to be placed at a certain school and they can go to the same type of secondary school.
1970s-2010
Grammar schools were disappearing, making way for comprehensives. Some grammar schools became independent or private grammar schools, others changed to comprehensive, whilst the rest remained as grammar schools.
A new government introduced a rule allowing parents in areas with grammar schools to decide their fate through a vote. Despite attempts in some places, grammar schools stood strong, gaining unwavering support from many parents.
Some schools started admitting everyone and the 11 Plus became less important. The change happened at different speeds in different places.
In Scotland, they had Academy Schools, and in Wales, all the grammar schools were gone by the end of the ’70s. Northern Ireland kept more grammar schools until 2008 when they phased out the 11 Plus exam but still had a different selection test.
Present
Some places in the UK still use the 11 Plus test, particularly 163 grammar schools in England and 67 in Northern Ireland. The exam is more like a special entrance test for these selective schools and children can decide if they want to take it or not.
Independent schools in England usually select students at the age of 13 using a test called the Common Entrance Examination. Some of them select students at age 11 with tests in English, Math, and Science.
The secondary education assessment made room for various methods of determining the best fit for students. Yet, grammar schools persist, basking in positive reviews and maintaining their status in school rankings. It’s safe to say that the 11 Plus exam remains an interesting part of the evolving nature of UK education.
What Literature and Studies on 11 Plus History Are Available?
Books
“Education: Culture, Economy, and Society” by A.H. Halsey et al.
This book explores late 20th-century educational changes and their impact on society. The book’s introduction outlines key theories and future research areas, whilst 52 papers offer crucial international insights, making it a classic reference in educational studies.
“Education, Social Reform and Philosophical Development” by Richard Pring
The book examines how political changes and historical contexts shape UK education, especially in England and Wales. The book covers educational development from the 19th century, philosophical influences on education, and lessons from historical debates, aiming to define education’s purpose in fostering human flourishing.
“Social Class and Educational Opportunity” by Jean E. Floud et al.
This book provides a critical examination of how social class influences educational opportunities. Published in 1956, it is a pioneering work that explores the disparities in educational access and attainment based on socioeconomic status.
The authors meticulously analyse the structural barriers faced by individuals from lower social classes and the systemic discrimination prevalent in educational systems.
“The Eleven-Plus Book: Genuine Exam Questions from Yesteryear” by Michael O’Mara Books
This book offers a historical collection of actual exam questions from the early years of the 11 Plus. It serves as both a nostalgic look back and a useful resource for understanding the types of questions that shaped the exam’s early format.
Scholarly Articles
“Education in the UK: A History” by Derek Gillard
This long article provides a comprehensive overview of education in the UK, covering various aspects such as historical background, political influences, budget cuts, comprehensivisation, and progress in education policy.
It discusses key figures, budget battles, concerns about the tripartite system, progress under different governments, and the roles of campaigners like Robin Pedley and Brian Simon.
“A (Short) History of Comprehensive Education in England” by Anne West
This presentation explores the history of comprehensive education in England, tracing its roots from the pre-comprehensive system established by the 1944 Education Act. It discusses the tripartite system of grammar, technical, and secondary modern schools.
It also examines the introduction of selection based on aptitude/ability and touches on the concepts of egalitarianism and elitism in education.
Research Papers
“Date of Birth, Family Background, and the 11 Plus Exam: Short- And Long-Term Consequences of the 1944 Secondary Education Reforms in England and Wales” by Robert A Hart and Mirko Moro
This research examines the socio-economic impacts of the 1944 Education Act in England and Wales, focusing on free universal secondary education and the tripartite system of grammar, technical, and secondary modern schools determined by IQ tests at age 11.
Using the British Household Panel Survey, it analyses how date of birth and family background influenced school attendance, post-school qualifications, and long-term job status and earnings. The study also considers the effects of raising the school-leaving age from 14 to 15.
“The Role of the Eleven-Plus Test Papers and Appeals in Producing Social Inequalities in Access to Grammar Schools” by Rebecca Allen and Joanne Bartley
Rebecca Allen and Joanne Bartley’s study investigates the role of eleven-plus test papers and appeals in creating social inequalities in grammar school admissions. Analysing data from a local authority, they examine disparities in test scores by social background and assess the impact of headteacher assessment panels.
Their findings suggest ways to enhance students from disadvantaged backgrounds’ access to grammar schools.
“Local Authorities and Comprehensivisation in England and Wales 1944-1974” by David Crook
David Crook examines the role of local education authorities in the transition to comprehensive schooling. The research outlines the historical context of the tripartite system, the challenges faced, and the gradual shift towards a comprehensive model. It highlights political and social influences on educational policy and the varying pace of comprehensivisation across different regions.
The study underscores the significance of local authorities in implementing educational reforms and addresses the ongoing debates about equality and access within the educational system.
The Creation, Development, and Present State of Grammar Schools in England” by Professor David Jesson
Professor David Jesson of the University of York delves into the evolution and current status of grammar schools. His research highlights their origins, particularly post-1944, under the Education Act, which established a tripartite system including grammar schools.
Jesson examines how these schools select students via the 11-plus exam and discusses ongoing debates about their role in perpetuating social inequalities and academic elitism in the UK education system.
Reports
Secondary School Selection (1957)
Led by Philip Vernon for the British Psychological Society, the report critiqued the fairness of the existing school selection system. Based on Cyril Burt’s theories, the report rejected the notion of total genetic determination of intelligence.
It argued that intelligence is influenced by environment and upbringing, making early selection for different secondary schools problematic. The report recommended comprehensive schooling at least until age 13 and greater freedom for students to transfer schools to avoid the negative impacts of early segregation.
Admission to Grammar Schools (1958)
Prepared by DA Pidgeon and Alfred Yates, this report was a pioneering large-scale study on school selection practices. It found that approximately 10% of children were misallocated to the wrong school type, highlighting significant selection process flaws.
Given the improbability of improving allocation techniques, the report advocated for adopting comprehensive or multilateral schools to ensure fairer and more effective education for all students.
