33:I[196793,["/_next/static/chunks/1k82ng4g84t4i.js?dpl=nogit-1790847268","/_next/static/chunks/2epfhfe5im7r6.js?dpl=nogit-1790847268","/_next/static/chunks/13_9hjun60hj-.js?dpl=nogit-1790847268","/_next/static/chunks/3mz725-y91ph6.js?dpl=nogit-1790847268","/_next/static/chunks/3idr5td_y0l2x.js?dpl=nogit-1790847268","/_next/static/chunks/0u008gt6051u7.js?dpl=nogit-1790847268","/_next/static/chunks/1odwrcl12kfnl.js?dpl=nogit-1790847268","/_next/static/chunks/2bxmml65nu49g.js?dpl=nogit-1790847268","/_next/static/chunks/0zkcxwtbsqliz.js?dpl=nogit-1790847268","/_next/static/chunks/3ao1re0xmmur_.js?dpl=nogit-1790847268","/_next/static/chunks/1v3yeqs4syiu6.js?dpl=nogit-1790847268","/_next/static/chunks/1h4wccj42vygd.js?dpl=nogit-1790847268","/_next/static/chunks/3ht89vb0p09bm.js?dpl=nogit-1790847268","/_next/static/chunks/3ml3vooxhiupb.js?dpl=nogit-1790847268","/_next/static/chunks/19ijf68pshdcn.js?dpl=nogit-1790847268","/_next/static/chunks/3jpl-42mbad5n.js?dpl=nogit-1790847268","/_next/static/chunks/2os7nxouq91eq.js?dpl=nogit-1790847268","/_next/static/chunks/3ocoqwe4aht_u.js?dpl=nogit-1790847268","/_next/static/chunks/30ejopwuj9-ez.js?dpl=nogit-1790847268","/_next/static/chunks/3r5hh4t0jf4es.js?dpl=nogit-1790847268","/_next/static/chunks/0viymfxbftnxg.js?dpl=nogit-1790847268","/_next/static/chunks/0v4byuex1x38h.js?dpl=nogit-1790847268","/_next/static/chunks/3lz9pr5v38m4h.js?dpl=nogit-1790847268","/_next/static/chunks/1coblm1-go81_.js?dpl=nogit-1790847268","/_next/static/chunks/2mv9l1xl_aa4j.js?dpl=nogit-1790847268","/_next/static/chunks/1_p5v4n7583_r.js?dpl=nogit-1790847268","/_next/static/chunks/3fht_ul1qhe08.js?dpl=nogit-1790847268","/_next/static/chunks/0llqhg6-bxn_b.js?dpl=nogit-1790847268","/_next/static/chunks/0k-y_4mcfub-p.js?dpl=nogit-1790847268","/_next/static/chunks/3hy4f5dlm3hqf.js?dpl=nogit-1790847268","/_next/static/chunks/37qqpa9baogyj.js?dpl=nogit-1790847268","/_next/static/chunks/1ku-vdy4ggo41.js?dpl=nogit-1790847268","/_next/static/chunks/04zr-wqafvwoa.js?dpl=nogit-1790847268","/_next/static/chunks/2dx-vzwyw9a3g.js?dpl=nogit-1790847268","/_next/static/chunks/37oe4_azebkh6.js?dpl=nogit-1790847268","/_next/static/chunks/0ko70ux836kd0.js?dpl=nogit-1790847268","/_next/static/chunks/1s6j_7_p0ugo9.js?dpl=nogit-1790847268","/_next/static/chunks/0k3581c5est85.js?dpl=nogit-1790847268","/_next/static/chunks/0i4zom-kyjeci.js?dpl=nogit-1790847268","/_next/static/chunks/03ff00u5689yw.js?dpl=nogit-1790847268","/_next/static/chunks/075i0tnxt4not.js?dpl=nogit-1790847268","/_next/static/chunks/3jia3kgen87vp.js?dpl=nogit-1790847268","/_next/static/chunks/3ybwgs28on6c8.js?dpl=nogit-1790847268","/_next/static/chunks/13gj59kzq50t_.js?dpl=nogit-1790847268","/_next/static/chunks/3x_-spr91qs0c.js?dpl=nogit-1790847268","/_next/static/chunks/1u4k5v04xsltr.js?dpl=nogit-1790847268","/_next/static/chunks/1lsxkfxy262n-.js?dpl=nogit-1790847268","/_next/static/chunks/0zg1om_k0m5zv.js?dpl=nogit-1790847268","/_next/static/chunks/1-bdwcxae0-mq.js?dpl=nogit-1790847268","/_next/static/chunks/2uzea6b173htc.js?dpl=nogit-1790847268","/_next/static/chunks/3krew26yh2_7j.js?dpl=nogit-1790847268","/_next/static/chunks/0z_oky3704907.js?dpl=nogit-1790847268","/_next/static/chunks/2tom8_rk-gmeh.js?dpl=nogit-1790847268","/_next/static/chunks/1_mai2ew48jvc.js?dpl=nogit-1790847268","/_next/static/chunks/2y341-r8ncizo.js?dpl=nogit-1790847268","/_next/static/chunks/2u1q43gtwo_9f.js?dpl=nogit-1790847268","/_next/static/chunks/1ksyn9m68446d.js?dpl=nogit-1790847268","/_next/static/chunks/0_e0vb210svk3.js?dpl=nogit-1790847268","/_next/static/chunks/3wqp-h5xnebw9.js?dpl=nogit-1790847268","/_next/static/chunks/1d7tjnrc0fv5y.js?dpl=nogit-1790847268"],"Gingerbread"] 35:I[647935,["/_next/static/chunks/1k82ng4g84t4i.js?dpl=nogit-1790847268","/_next/static/chunks/2epfhfe5im7r6.js?dpl=nogit-1790847268","/_next/static/chunks/13_9hjun60hj-.js?dpl=nogit-1790847268","/_next/static/chunks/3mz725-y91ph6.js?dpl=nogit-1790847268","/_next/static/chunks/3idr5td_y0l2x.js?dpl=nogit-1790847268","/_next/static/chunks/0u008gt6051u7.js?dpl=nogit-1790847268","/_next/static/chunks/1odwrcl12kfnl.js?dpl=nogit-1790847268","/_next/static/chunks/2bxmml65nu49g.js?dpl=nogit-1790847268","/_next/static/chunks/0zkcxwtbsqliz.js?dpl=nogit-1790847268","/_next/static/chunks/3ao1re0xmmur_.js?dpl=nogit-1790847268","/_next/static/chunks/1v3yeqs4syiu6.js?dpl=nogit-1790847268","/_next/static/chunks/1h4wccj42vygd.js?dpl=nogit-1790847268","/_next/static/chunks/3ht89vb0p09bm.js?dpl=nogit-1790847268","/_next/static/chunks/3ml3vooxhiupb.js?dpl=nogit-1790847268","/_next/static/chunks/19ijf68pshdcn.js?dpl=nogit-1790847268","/_next/static/chunks/3jpl-42mbad5n.js?dpl=nogit-1790847268","/_next/static/chunks/2os7nxouq91eq.js?dpl=nogit-1790847268","/_next/static/chunks/3ocoqwe4aht_u.js?dpl=nogit-1790847268","/_next/static/chunks/30ejopwuj9-ez.js?dpl=nogit-1790847268","/_next/static/chunks/3r5hh4t0jf4es.js?dpl=nogit-1790847268","/_next/static/chunks/0viymfxbftnxg.js?dpl=nogit-1790847268","/_next/static/chunks/0v4byuex1x38h.js?dpl=nogit-1790847268","/_next/static/chunks/3lz9pr5v38m4h.js?dpl=nogit-1790847268","/_next/static/chunks/1coblm1-go81_.js?dpl=nogit-1790847268","/_next/static/chunks/2mv9l1xl_aa4j.js?dpl=nogit-1790847268","/_next/static/chunks/1_p5v4n7583_r.js?dpl=nogit-1790847268","/_next/static/chunks/3fht_ul1qhe08.js?dpl=nogit-1790847268","/_next/static/chunks/0llqhg6-bxn_b.js?dpl=nogit-1790847268","/_next/static/chunks/0k-y_4mcfub-p.js?dpl=nogit-1790847268","/_next/static/chunks/3hy4f5dlm3hqf.js?dpl=nogit-1790847268","/_next/static/chunks/37qqpa9baogyj.js?dpl=nogit-1790847268","/_next/static/chunks/1ku-vdy4ggo41.js?dpl=nogit-1790847268","/_next/static/chunks/04zr-wqafvwoa.js?dpl=nogit-1790847268","/_next/static/chunks/2dx-vzwyw9a3g.js?dpl=nogit-1790847268","/_next/static/chunks/37oe4_azebkh6.js?dpl=nogit-1790847268","/_next/static/chunks/0ko70ux836kd0.js?dpl=nogit-1790847268","/_next/static/chunks/1s6j_7_p0ugo9.js?dpl=nogit-1790847268","/_next/static/chunks/0k3581c5est85.js?dpl=nogit-1790847268","/_next/static/chunks/0i4zom-kyjeci.js?dpl=nogit-1790847268","/_next/static/chunks/03ff00u5689yw.js?dpl=nogit-1790847268","/_next/static/chunks/075i0tnxt4not.js?dpl=nogit-1790847268","/_next/static/chunks/3jia3kgen87vp.js?dpl=nogit-1790847268","/_next/static/chunks/3ybwgs28on6c8.js?dpl=nogit-1790847268","/_next/static/chunks/13gj59kzq50t_.js?dpl=nogit-1790847268","/_next/static/chunks/3x_-spr91qs0c.js?dpl=nogit-1790847268","/_next/static/chunks/1u4k5v04xsltr.js?dpl=nogit-1790847268","/_next/static/chunks/1lsxkfxy262n-.js?dpl=nogit-1790847268","/_next/static/chunks/0zg1om_k0m5zv.js?dpl=nogit-1790847268","/_next/static/chunks/1-bdwcxae0-mq.js?dpl=nogit-1790847268","/_next/static/chunks/2uzea6b173htc.js?dpl=nogit-1790847268","/_next/static/chunks/3krew26yh2_7j.js?dpl=nogit-1790847268","/_next/static/chunks/0z_oky3704907.js?dpl=nogit-1790847268","/_next/static/chunks/2tom8_rk-gmeh.js?dpl=nogit-1790847268","/_next/static/chunks/1_mai2ew48jvc.js?dpl=nogit-1790847268","/_next/static/chunks/2y341-r8ncizo.js?dpl=nogit-1790847268","/_next/static/chunks/2u1q43gtwo_9f.js?dpl=nogit-1790847268","/_next/static/chunks/1ksyn9m68446d.js?dpl=nogit-1790847268","/_next/static/chunks/0_e0vb210svk3.js?dpl=nogit-1790847268","/_next/static/chunks/3wqp-h5xnebw9.js?dpl=nogit-1790847268","/_next/static/chunks/1d7tjnrc0fv5y.js?dpl=nogit-1790847268"],"RecordResourceResume"] 36:I[830476,["/_next/static/chunks/1k82ng4g84t4i.js?dpl=nogit-1790847268","/_next/static/chunks/2epfhfe5im7r6.js?dpl=nogit-1790847268","/_next/static/chunks/13_9hjun60hj-.js?dpl=nogit-1790847268","/_next/static/chunks/3mz725-y91ph6.js?dpl=nogit-1790847268","/_next/static/chunks/3idr5td_y0l2x.js?dpl=nogit-1790847268","/_next/static/chunks/0u008gt6051u7.js?dpl=nogit-1790847268","/_next/static/chunks/1odwrcl12kfnl.js?dpl=nogit-1790847268","/_next/static/chunks/2bxmml65nu49g.js?dpl=nogit-1790847268","/_next/static/chunks/0zkcxwtbsqliz.js?dpl=nogit-1790847268","/_next/static/chunks/3ao1re0xmmur_.js?dpl=nogit-1790847268","/_next/static/chunks/1v3yeqs4syiu6.js?dpl=nogit-1790847268","/_next/static/chunks/1h4wccj42vygd.js?dpl=nogit-1790847268","/_next/static/chunks/3ht89vb0p09bm.js?dpl=nogit-1790847268","/_next/static/chunks/3ml3vooxhiupb.js?dpl=nogit-1790847268","/_next/static/chunks/19ijf68pshdcn.js?dpl=nogit-1790847268","/_next/static/chunks/3jpl-42mbad5n.js?dpl=nogit-1790847268","/_next/static/chunks/2os7nxouq91eq.js?dpl=nogit-1790847268","/_next/static/chunks/3ocoqwe4aht_u.js?dpl=nogit-1790847268","/_next/static/chunks/30ejopwuj9-ez.js?dpl=nogit-1790847268","/_next/static/chunks/3r5hh4t0jf4es.js?dpl=nogit-1790847268","/_next/static/chunks/0viymfxbftnxg.js?dpl=nogit-1790847268","/_next/static/chunks/0v4byuex1x38h.js?dpl=nogit-1790847268","/_next/static/chunks/3lz9pr5v38m4h.js?dpl=nogit-1790847268","/_next/static/chunks/1coblm1-go81_.js?dpl=nogit-1790847268","/_next/static/chunks/2mv9l1xl_aa4j.js?dpl=nogit-1790847268","/_next/static/chunks/1_p5v4n7583_r.js?dpl=nogit-1790847268","/_next/static/chunks/3fht_ul1qhe08.js?dpl=nogit-1790847268","/_next/static/chunks/0llqhg6-bxn_b.js?dpl=nogit-1790847268","/_next/static/chunks/0k-y_4mcfub-p.js?dpl=nogit-1790847268","/_next/static/chunks/3hy4f5dlm3hqf.js?dpl=nogit-1790847268","/_next/static/chunks/37qqpa9baogyj.js?dpl=nogit-1790847268","/_next/static/chunks/1ku-vdy4ggo41.js?dpl=nogit-1790847268","/_next/static/chunks/04zr-wqafvwoa.js?dpl=nogit-1790847268","/_next/static/chunks/2dx-vzwyw9a3g.js?dpl=nogit-1790847268","/_next/static/chunks/37oe4_azebkh6.js?dpl=nogit-1790847268","/_next/static/chunks/0ko70ux836kd0.js?dpl=nogit-1790847268","/_next/static/chunks/1s6j_7_p0ugo9.js?dpl=nogit-1790847268","/_next/static/chunks/0k3581c5est85.js?dpl=nogit-1790847268","/_next/static/chunks/0i4zom-kyjeci.js?dpl=nogit-1790847268","/_next/static/chunks/03ff00u5689yw.js?dpl=nogit-1790847268","/_next/static/chunks/075i0tnxt4not.js?dpl=nogit-1790847268","/_next/static/chunks/3jia3kgen87vp.js?dpl=nogit-1790847268","/_next/static/chunks/3ybwgs28on6c8.js?dpl=nogit-1790847268","/_next/static/chunks/13gj59kzq50t_.js?dpl=nogit-1790847268","/_next/static/chunks/3x_-spr91qs0c.js?dpl=nogit-1790847268","/_next/static/chunks/1u4k5v04xsltr.js?dpl=nogit-1790847268","/_next/static/chunks/1lsxkfxy262n-.js?dpl=nogit-1790847268","/_next/static/chunks/0zg1om_k0m5zv.js?dpl=nogit-1790847268","/_next/static/chunks/1-bdwcxae0-mq.js?dpl=nogit-1790847268","/_next/static/chunks/2uzea6b173htc.js?dpl=nogit-1790847268","/_next/static/chunks/3krew26yh2_7j.js?dpl=nogit-1790847268","/_next/static/chunks/0z_oky3704907.js?dpl=nogit-1790847268","/_next/static/chunks/2tom8_rk-gmeh.js?dpl=nogit-1790847268","/_next/static/chunks/1_mai2ew48jvc.js?dpl=nogit-1790847268","/_next/static/chunks/2y341-r8ncizo.js?dpl=nogit-1790847268","/_next/static/chunks/2u1q43gtwo_9f.js?dpl=nogit-1790847268","/_next/static/chunks/1ksyn9m68446d.js?dpl=nogit-1790847268","/_next/static/chunks/0_e0vb210svk3.js?dpl=nogit-1790847268","/_next/static/chunks/3wqp-h5xnebw9.js?dpl=nogit-1790847268","/_next/static/chunks/1d7tjnrc0fv5y.js?dpl=nogit-1790847268"],"FlashcardAccessBranch"] 37:I[315438,["/_next/static/chunks/1k82ng4g84t4i.js?dpl=nogit-1790847268","/_next/static/chunks/2epfhfe5im7r6.js?dpl=nogit-1790847268","/_next/static/chunks/13_9hjun60hj-.js?dpl=nogit-1790847268","/_next/static/chunks/3mz725-y91ph6.js?dpl=nogit-1790847268","/_next/static/chunks/3idr5td_y0l2x.js?dpl=nogit-1790847268","/_next/static/chunks/0u008gt6051u7.js?dpl=nogit-1790847268","/_next/static/chunks/1odwrcl12kfnl.js?dpl=nogit-1790847268","/_next/static/chunks/2bxmml65nu49g.js?dpl=nogit-1790847268","/_next/static/chunks/0zkcxwtbsqliz.js?dpl=nogit-1790847268","/_next/static/chunks/3ao1re0xmmur_.js?dpl=nogit-1790847268","/_next/static/chunks/1v3yeqs4syiu6.js?dpl=nogit-1790847268","/_next/static/chunks/1h4wccj42vygd.js?dpl=nogit-1790847268","/_next/static/chunks/3ht89vb0p09bm.js?dpl=nogit-1790847268","/_next/static/chunks/3ml3vooxhiupb.js?dpl=nogit-1790847268","/_next/static/chunks/19ijf68pshdcn.js?dpl=nogit-1790847268","/_next/static/chunks/3jpl-42mbad5n.js?dpl=nogit-1790847268","/_next/static/chunks/2os7nxouq91eq.js?dpl=nogit-1790847268","/_next/static/chunks/3ocoqwe4aht_u.js?dpl=nogit-1790847268","/_next/static/chunks/30ejopwuj9-ez.js?dpl=nogit-1790847268","/_next/static/chunks/3r5hh4t0jf4es.js?dpl=nogit-1790847268","/_next/static/chunks/0viymfxbftnxg.js?dpl=nogit-1790847268","/_next/static/chunks/0v4byuex1x38h.js?dpl=nogit-1790847268","/_next/static/chunks/3lz9pr5v38m4h.js?dpl=nogit-1790847268","/_next/static/chunks/1coblm1-go81_.js?dpl=nogit-1790847268","/_next/static/chunks/2mv9l1xl_aa4j.js?dpl=nogit-1790847268","/_next/static/chunks/1_p5v4n7583_r.js?dpl=nogit-1790847268","/_next/static/chunks/3fht_ul1qhe08.js?dpl=nogit-1790847268","/_next/static/chunks/0llqhg6-bxn_b.js?dpl=nogit-1790847268","/_next/static/chunks/0k-y_4mcfub-p.js?dpl=nogit-1790847268","/_next/static/chunks/3hy4f5dlm3hqf.js?dpl=nogit-1790847268","/_next/static/chunks/37qqpa9baogyj.js?dpl=nogit-1790847268","/_next/static/chunks/1ku-vdy4ggo41.js?dpl=nogit-1790847268","/_next/static/chunks/04zr-wqafvwoa.js?dpl=nogit-1790847268","/_next/static/chunks/2dx-vzwyw9a3g.js?dpl=nogit-1790847268","/_next/static/chunks/37oe4_azebkh6.js?dpl=nogit-1790847268","/_next/static/chunks/0ko70ux836kd0.js?dpl=nogit-1790847268","/_next/static/chunks/1s6j_7_p0ugo9.js?dpl=nogit-1790847268","/_next/static/chunks/0k3581c5est85.js?dpl=nogit-1790847268","/_next/static/chunks/0i4zom-kyjeci.js?dpl=nogit-1790847268","/_next/static/chunks/03ff00u5689yw.js?dpl=nogit-1790847268","/_next/static/chunks/075i0tnxt4not.js?dpl=nogit-1790847268","/_next/static/chunks/3jia3kgen87vp.js?dpl=nogit-1790847268","/_next/static/chunks/3ybwgs28on6c8.js?dpl=nogit-1790847268","/_next/static/chunks/13gj59kzq50t_.js?dpl=nogit-1790847268","/_next/static/chunks/3x_-spr91qs0c.js?dpl=nogit-1790847268","/_next/static/chunks/1u4k5v04xsltr.js?dpl=nogit-1790847268","/_next/static/chunks/1lsxkfxy262n-.js?dpl=nogit-1790847268","/_next/static/chunks/0zg1om_k0m5zv.js?dpl=nogit-1790847268","/_next/static/chunks/1-bdwcxae0-mq.js?dpl=nogit-1790847268","/_next/static/chunks/2uzea6b173htc.js?dpl=nogit-1790847268","/_next/static/chunks/3krew26yh2_7j.js?dpl=nogit-1790847268","/_next/static/chunks/0z_oky3704907.js?dpl=nogit-1790847268","/_next/static/chunks/2tom8_rk-gmeh.js?dpl=nogit-1790847268","/_next/static/chunks/1_mai2ew48jvc.js?dpl=nogit-1790847268","/_next/static/chunks/2y341-r8ncizo.js?dpl=nogit-1790847268","/_next/static/chunks/2u1q43gtwo_9f.js?dpl=nogit-1790847268","/_next/static/chunks/1ksyn9m68446d.js?dpl=nogit-1790847268","/_next/static/chunks/0_e0vb210svk3.js?dpl=nogit-1790847268","/_next/static/chunks/3wqp-h5xnebw9.js?dpl=nogit-1790847268","/_next/static/chunks/1d7tjnrc0fv5y.js?dpl=nogit-1790847268"],"TopicFlashcardRunner"] 24:[["$","$L33",null,{"feature":"flashcards"}],"$L34",["$","$L35",null,{"href":"/a-level/sociology/eduqas/contemporary-social-policy-and-education/flashcards","label":"Contemporary social policy and education","subjectCode":"a_level_sociology__eduqas","surface":"flashcards"}],["$","$L36",null,{"runner":["$","div",null,{"className":"min-h-0 flex-1 overflow-hidden bg-background","children":["$","$L37",null,{"decks":[{"id":"e2c7aff0-300b-47bf-8975-6f214a0ea72d","title":"Contemporary social policy and education Flashcards","topicId":"90bbdb59-cfa0-57c5-9be1-3da565cb18b9","topicSlug":"contemporary-social-policy-and-education","cards":[{"id":"8c7b8368-74b5-43ba-833d-9cf98e3d4d9c","cardType":"basic","points":1,"front":"Schools teach norms, values, roles and identities. Which process is this?","back":"Socialisation.","mcqOptions":[{"text":"Socialisation.","correct":true,"explanation":"Socialisation is the process through which individuals learn society’s norms, values, roles and identities. Schools perform this function through both the formal curriculum and everyday school life."},{"text":"Social control.","correct":false,"explanation":"Social control concerns encouraging conformity and discouraging deviance, rather than the broader learning process described. Teaching norms, values, roles and identities is socialisation."},{"text":"Role allocation.","correct":false,"explanation":"Role allocation involves directing people towards different occupational positions, often through qualifications. Learning society’s norms, values, roles and identities is socialisation."},{"text":"Marketisation.","correct":false,"explanation":"Marketisation introduces competition, parental choice and market-like practices into education. The process by which schools teach norms, values, roles and identities is socialisation."}]},{"id":"4ed3dd29-1807-47e3-8c09-de8c2ba3c2bb","cardType":"cloze","points":null,"front":"Education policy affects [ ] - structured inequalities between groups such as class, gender and ethnicity.","back":"Education policy affects stratification - structured inequalities between groups such as class, gender and ethnicity.","mcqOptions":[{"text":"stratification","correct":true,"explanation":"Stratification refers to structured inequalities between social groups, including differences based on class, gender and ethnicity. Education policy can reinforce or reduce these inequalities."},{"text":"socialisation","correct":false,"explanation":"Socialisation is the process of learning norms and values, not the structured inequality between groups. The term defined in the sentence is stratification."},{"text":"differentiation","correct":false,"explanation":"Differentiation means identifying or creating differences, but it does not specifically denote a hierarchy of structured group inequalities. The precise sociological term is stratification."},{"text":"meritocracy","correct":false,"explanation":"Meritocracy describes a system in which rewards are allocated according to ability and effort. Structured inequalities between class, gender and ethnic groups are called stratification."}]},{"id":"1c859f6e-fe65-4cb3-9d3a-32fea4aeeaa7","cardType":"basic","points":1,"front":"What did the 1944 Education Act make free for all?","back":"Secondary education.","mcqOptions":[{"text":"Secondary education.","correct":true,"explanation":"The 1944 Education Act established free secondary education for all pupils in England and Wales, replacing a system in which access had often depended on fees or scholarships."},{"text":"Primary education.","correct":false,"explanation":"Primary education was already widely provided without fees before 1944. The major entitlement created by the 1944 Education Act was free secondary education for all."},{"text":"University education.","correct":false,"explanation":"The 1944 Act did not make university study free for everyone. Its central expansion of universal provision was free secondary education for all pupils."},{"text":"Nursery education.","correct":false,"explanation":"Nursery education was not made universally free by the 1944 Act, although local authorities could provide it. The Act made secondary education free for all."}]},{"id":"e8db9561-a5fa-4775-8bee-9efc80025f8c","cardType":"basic","points":1,"front":"In the tripartite system, what usually decided pupils’ school route?","back":"The 11-plus examination.","mcqOptions":[{"text":"The 11-plus examination.","correct":true,"explanation":"Pupils normally sat the 11-plus near the end of primary school. Their result determined whether they entered a grammar, secondary modern or technical school."},{"text":"The GCSE examinations.","correct":false,"explanation":"GCSEs are generally taken near the end of compulsory secondary education, after pupils have already entered a school route. Tripartite allocation usually depended on the 11-plus examination."},{"text":"The parents’ stated preference.","correct":false,"explanation":"Parental choice was not normally the decisive allocation mechanism under the tripartite system. Pupils’ routes were usually determined by their performance in the 11-plus examination."},{"text":"The teachers’ annual assessment.","correct":false,"explanation":"Teacher assessment could inform pupils’ education, but it was not the standard basis of tripartite allocation. The 11-plus examination usually determined their school route."}]},{"id":"a8a72941-2af9-4cfc-aef0-0183d4eb164c","cardType":"basic","points":2,"front":"Why could the 11-plus reproduce class inequality despite claiming meritocracy?","back":"Middle-class pupils had more cultural support, confidence and resources.","mcqOptions":[{"text":"Middle-class pupils had more cultural support, confidence and resources.","correct":true,"explanation":"Middle-class pupils often possessed cultural capital, parental support and material resources that better prepared them for the 11-plus, giving them an unequal advantage despite formally equal competition."},{"text":"Working-class pupils had more cultural support, confidence and resources.","correct":false,"explanation":"This reverses the class pattern: working-class pupils generally had fewer of the cultural and material advantages rewarded by the 11-plus. Middle-class pupils typically possessed more support, confidence and resources."},{"text":"All social classes had equal cultural support, confidence and resources.","correct":false,"explanation":"Equal support and resources would strengthen the claim that the examination was meritocratic rather than explain class inequality. Middle-class pupils generally entered it with greater cultural and material advantages."},{"text":"Middle-class pupils had less cultural support, confidence and resources.","correct":false,"explanation":"The inequality did not arise because middle-class pupils lacked advantages. They generally had more cultural support, confidence and resources, which improved their chances of passing the 11-plus."}]},{"id":"20ec148f-fa90-4d55-bd96-34159407fc25","cardType":"cloze","points":null,"front":"Comprehensive schools reduced selection between schools, but inequality could continue through [ ] within schools.","back":"Comprehensive schools reduced selection between schools, but inequality could continue through setting and streaming within schools.","mcqOptions":[{"text":"setting and streaming","correct":true,"explanation":"Setting groups pupils by ability in particular subjects, while streaming places them in broad ability groups across subjects. Both can reproduce inequality inside comprehensive schools."},{"text":"grammar schools and secondary moderns","correct":false,"explanation":"Grammar schools and secondary moderns were separate institutions in the tripartite system, so they represent selection between schools. Internal inequality in comprehensives could persist through setting and streaming."},{"text":"school choice and league tables","correct":false,"explanation":"School choice and league tables are marketisation policies affecting competition between schools, not internal pupil grouping. Inequality within comprehensives could continue through setting and streaming."},{"text":"tuition fees and student loans","correct":false,"explanation":"Tuition fees and student loans concern financing higher education rather than grouping pupils within comprehensive schools. The relevant internal processes are setting and streaming."}]},{"id":"cc26bbc2-f7f7-4925-a976-495d980c31c3","cardType":"basic","points":1,"front":"Which 1988 act was the major turning point towards marketisation?","back":"The Education Reform Act 1988.","mcqOptions":[{"text":"The Education Reform Act 1988.","correct":true,"explanation":"The Education Reform Act 1988 introduced major market-oriented changes, including the national curriculum, testing, league tables, open enrolment and greater competition between schools."},{"text":"The Education Act 1944.","correct":false,"explanation":"The Education Act 1944 established free secondary education and the tripartite system rather than the major marketisation programme. That turning point was the Education Reform Act 1988."},{"text":"The Further and Higher Education Act 1992.","correct":false,"explanation":"The Further and Higher Education Act 1992 changed the organisation of post-compulsory education. The major shift towards school marketisation came through the Education Reform Act 1988."},{"text":"The Academies Act 2010.","correct":false,"explanation":"The Academies Act 2010 expanded academy status, building on an existing marketised system. The major initial turning point was the Education Reform Act 1988."}]},{"id":"e68fb6b5-2c1f-49b1-a71d-c317d8073e92","cardType":"cloze","points":null,"front":"[ ] introduces market-like features into education, including parental choice, competition and performance data.","back":"Marketisation introduces market-like features into education, including parental choice, competition and performance data.","mcqOptions":[{"text":"Marketisation","correct":true,"explanation":"Marketisation means organising education using market-like mechanisms. Parental choice, competition between schools and published performance data are central features intended to drive improvement."},{"text":"Privatisation","correct":false,"explanation":"Privatisation transfers services or control from the public sector to private organisations. Although it may accompany market reforms, the combination described is specifically marketisation."},{"text":"Comprehensivisation","correct":false,"explanation":"Comprehensivisation removes academic selection by creating schools for pupils of all abilities. Parental choice, competition and performance data instead characterise marketisation."},{"text":"Nationalisation","correct":false,"explanation":"Nationalisation brings organisations under state ownership or control, rather than creating competition and consumer choice. The market-like educational features listed define marketisation."}]},{"id":"bb712873-4a41-4702-b814-d3e0bd2f62d5","cardType":"basic","points":2,"front":"How does formula funding make schools compete?","back":"Funding follows pupil numbers, so schools compete to attract pupils.","mcqOptions":[{"text":"Funding follows pupil numbers, so schools compete to attract pupils.","correct":true,"explanation":"Formula funding links a school’s income to the number of pupils enrolled. Schools therefore have a financial incentive to attract and retain more pupils."},{"text":"Funding follows examination results, so schools compete to achieve higher grades.","correct":false,"explanation":"Exam performance may influence parental demand, but formula funding is primarily linked to enrolment. Funding follows pupil numbers, so schools compete to attract pupils."},{"text":"Funding follows government targets, so schools compete to satisfy inspectors.","correct":false,"explanation":"This describes fixed central allocation rather than formula funding. Under formula funding, funding follows pupil numbers, creating competition to recruit pupils."},{"text":"Funding is divided equally, so schools compete to share resources fairly.","correct":false,"explanation":"Equal funding regardless of enrolment would remove the financial incentive to compete for pupils. Formula funding instead makes funding follow pupil numbers."}]},{"id":"ef1783fa-b07f-48fc-b6fc-9bee603266b7","cardType":"basic","points":2,"front":"Why do New Right/neoliberal thinkers support parental choice and competition?","back":"They think competition gives schools incentives to respond to parents.","mcqOptions":[{"text":"They think competition gives schools incentives to respond to parents.","correct":true,"explanation":"New Right and neoliberal thinkers argue that parental choice creates a market. Competition for pupils then pressures schools to meet parental preferences and improve their provision."},{"text":"They think state control gives schools incentives to respond to parents.","correct":false,"explanation":"Central control limits the consumer choice favoured by New Right thinkers. They support competition because it supposedly incentivises schools to respond to parents."},{"text":"They think cooperation gives schools incentives to respond to parents.","correct":false,"explanation":"New Right theory emphasises rivalry between providers, not cooperation between schools. It argues that competition gives schools incentives to satisfy parental demand."},{"text":"They think teacher autonomy gives schools incentives to respond to parents.","correct":false,"explanation":"Professional autonomy may affect teaching, but it is not the market mechanism emphasised by neoliberals. They believe competition makes schools more responsive to parents."}]},{"id":"ebda6c4c-b2d1-45c9-9718-1e1eeb5a1976","cardType":"cloze","points":null,"front":"Ball criticised [ ] - the idea that parents have real power as educational consumers.","back":"Ball criticised parentocracy - the idea that parents have real power as educational consumers.","mcqOptions":[{"text":"parentocracy","correct":true,"explanation":"Parentocracy describes an education system supposedly ruled by parental choice. Ball argued that unequal resources mean parents do not all possess genuine consumer power."},{"text":"meritocracy","correct":false,"explanation":"Meritocracy is the belief that rewards reflect ability and effort, not that parents possess consumer power. Ball criticised the idea of parentocracy."},{"text":"marketisation","correct":false,"explanation":"Marketisation refers to introducing competition and consumer choice into education, rather than the claim that parents themselves hold real power. The required term is parentocracy."},{"text":"privatisation","correct":false,"explanation":"Privatisation means transferring provision or influence from the state to private organisations. Ball’s term for supposed parental power in education was parentocracy."}]},{"id":"4056feff-f0d9-4aa5-879e-18c3b40ec908","cardType":"basic","points":2,"front":"Why can league tables increase middle-class advantage?","back":"Middle-class parents have more knowledge, time, transport and confidence to choose effectively.","mcqOptions":[{"text":"Middle-class parents have more knowledge, time, transport and confidence to choose effectively.","correct":true,"explanation":"Middle-class parents are generally better equipped to interpret performance data, visit schools and arrange transport. These economic and cultural resources make school choice more effective."},{"text":"Working-class parents have more knowledge, time, transport and confidence to choose effectively.","correct":false,"explanation":"This reverses the class inequality identified by sociologists. Middle-class parents generally possess more knowledge, time, transport and confidence to exploit league tables effectively."},{"text":"Schools in deprived areas have more knowledge, time, transport and confidence to choose effectively.","correct":false,"explanation":"Schools in deprived areas often face resource constraints rather than enjoying greater capacity for parental choice. League tables advantage middle-class parents with relevant resources."},{"text":"All parents equally have more knowledge, time, transport and confidence to choose effectively.","correct":false,"explanation":"League tables do not give every family equal capacity to choose. Middle-class parents tend to have greater knowledge, time, transport and confidence."}]},{"id":"4e3e0489-8bb5-404f-bb57-72f538654168","cardType":"basic","points":3,"front":"Contrast cream-skimming and silt-shifting in marketised education.","back":"

Cream-skimming: attracting easier-to-teach, high-achieving pupils.
Silt-shifting: avoiding costly or risky pupils.

","mcqOptions":[{"text":"

Cream-skimming: attracting easier-to-teach, high-achieving pupils.
Silt-shifting: avoiding costly or risky pupils.

","correct":true,"explanation":"Cream-skimming means recruiting pupils likely to boost results with relatively low costs. Silt-shifting means avoiding pupils who may be expensive to support or lower measured performance."},{"text":"

Cream-skimming: avoiding costly or risky pupils.
Silt-shifting: attracting easier-to-teach, high-achieving pupils.

","correct":false,"explanation":"This reverses the two selection practices. Cream-skimming attracts easier-to-teach, high-achieving pupils, whereas silt-shifting avoids pupils considered costly or risky."},{"text":"

Cream-skimming: attracting costly, low-achieving pupils.
Silt-shifting: retaining pupils needing additional support.

","correct":false,"explanation":"Neither practice is designed to prioritise pupils requiring greater support. Cream-skimming recruits easier, high-achieving pupils, while silt-shifting avoids costly or risky pupils."},{"text":"

Cream-skimming: grouping existing pupils by ability.
Silt-shifting: entering fewer pupils for examinations.

","correct":false,"explanation":"Ability grouping and examination entry are internal school processes, not these marketised selection practices. Cream-skimming attracts desirable pupils, while silt-shifting avoids costly or risky ones."}]},{"id":"87768410-82ab-4995-8b82-63e6972647d8","cardType":"basic","points":2,"front":"How did New Labour’s Third Way shape education policy?","back":"

Kept many market reforms.
Added policies to reduce disadvantage.

","mcqOptions":[{"text":"

Kept many market reforms.
Added policies to reduce disadvantage.

","correct":true,"explanation":"The Third Way combined market-oriented ideas with greater concern for social inclusion. New Labour retained many existing market reforms while introducing measures intended to reduce disadvantage."},{"text":"

Removed many market reforms.
Ended policies to reduce disadvantage.

","correct":false,"explanation":"New Labour did not dismantle most marketisation or abandon social inclusion. Its Third Way kept many market reforms while adding policies intended to reduce disadvantage."},{"text":"

Rejected all market reforms.
Restored purely comprehensive provision.

","correct":false,"explanation":"The Third Way did not reject market mechanisms in favour of comprehensive provision alone. New Labour kept many market reforms and added policies addressing disadvantage."},{"text":"

Kept many market reforms.
Removed policies to reduce disadvantage.

","correct":false,"explanation":"New Labour continued market reforms but did not remove targeted support. The distinctive Third Way combination was marketisation alongside additional policies to reduce disadvantage."}]},{"id":"3bd6796b-a4f5-465e-98de-45b07113201c","cardType":"cloze","points":null,"front":"Sure Start, Education Action Zones and EMA are examples of [ ].","back":"Sure Start, Education Action Zones and EMA are examples of compensatory education.","mcqOptions":[{"text":"compensatory education","correct":true,"explanation":"Compensatory education aims to offset social and economic disadvantages that affect educational achievement. Sure Start, Education Action Zones and EMA all provided targeted support."},{"text":"selective education","correct":false,"explanation":"Selective education allocates pupils to different schools or tracks, commonly by measured ability. These initiatives instead provided targeted support as forms of compensatory education."},{"text":"vocational education","correct":false,"explanation":"Vocational education prepares learners for particular occupations or practical employment routes. Sure Start, Education Action Zones and EMA were instead examples of compensatory education."},{"text":"marketised education","correct":false,"explanation":"Marketisation introduces competition, choice and business-style mechanisms into education. These programmes targeted the effects of disadvantage and are therefore examples of compensatory education."}]},{"id":"e45e4810-cdf6-4676-bbbe-21d51aaff341","cardType":"basic","points":1,"front":"Which policy paid some low-income 16-19-year-olds to remain in education?","back":"Education Maintenance Allowance (EMA).","mcqOptions":[{"text":"Education Maintenance Allowance (EMA).","correct":true,"explanation":"EMA provided means-tested payments to eligible 16-19-year-olds who continued in education. It aimed to reduce the financial pressure encouraging poorer students to leave."},{"text":"Pupil Premium.","correct":false,"explanation":"The Pupil Premium gives schools extra funding for disadvantaged pupils rather than paying 16-19-year-olds directly. The relevant payment was the Education Maintenance Allowance (EMA)."},{"text":"Sure Start.","correct":false,"explanation":"Sure Start provided early-years services for young children and families, not payments to older students. Eligible 16-19-year-olds received the Education Maintenance Allowance (EMA)."},{"text":"Education Action Zones (EAZs).","correct":false,"explanation":"Education Action Zones directed coordinated support towards disadvantaged local areas rather than paying individual students to remain enrolled. That payment was the Education Maintenance Allowance (EMA)."}]},{"id":"f8d0f4be-0b00-4683-a08c-ecdb3b697e71","cardType":"basic","points":1,"front":"What makes academies more autonomous than typical state schools?","back":"They are outside direct local authority control, often run by trusts.","mcqOptions":[{"text":"They are outside direct local authority control, often run by trusts.","correct":true,"explanation":"Academies receive state funding but operate independently of local authority management, usually under academy trusts that control matters such as staffing, budgets and aspects of the curriculum."},{"text":"They remain under direct local authority control, usually run by councils.","correct":false,"explanation":"This describes maintained schools rather than academies. Academies are outside direct local authority control and are generally managed by charitable academy trusts."},{"text":"They are outside direct government regulation, often run by parents.","correct":false,"explanation":"Academies remain regulated, inspected and publicly funded by the state; autonomy does not mean freedom from government oversight. Their distinguishing feature is independence from direct local authority control."},{"text":"They are funded mainly through private school fees, often run for profit.","correct":false,"explanation":"This confuses academies with fee-paying private schools. Academies are state-funded, do not charge tuition fees and are normally operated by charitable trusts rather than for-profit companies."}]},{"id":"9355ebc9-656e-4c08-b156-31af65222b26","cardType":"basic","points":1,"front":"What is the Pupil Premium intended to reduce?","back":"The attainment gap linked to poverty.","mcqOptions":[{"text":"The attainment gap linked to poverty.","correct":true,"explanation":"The Pupil Premium provides additional funding for disadvantaged pupils, aiming to reduce the difference in educational attainment between pupils experiencing poverty and their more advantaged peers."},{"text":"The attainment gap linked to gender.","correct":false,"explanation":"Gender differences in achievement are a separate educational issue. The Pupil Premium specifically targets socioeconomic disadvantage and the attainment gap associated with poverty."},{"text":"The funding gap between school subjects.","correct":false,"explanation":"The funding is not intended to equalise spending across curriculum subjects. It supports disadvantaged pupils in order to reduce the poverty-related attainment gap."},{"text":"The achievement gap between school types.","correct":false,"explanation":"The policy does not primarily seek to equalise results across academies, comprehensives and other school types. Its focus is the attainment gap linked to poverty."}]},{"id":"4a3a7270-4749-4e94-95b7-f51cd72b012c","cardType":"basic","points":2,"front":"Why might extra funding like Pupil Premium not remove class inequality?","back":"School funding cannot fully offset poverty, housing or digital exclusion.","mcqOptions":[{"text":"School funding cannot fully offset poverty, housing or digital exclusion.","correct":true,"explanation":"Educational funding can provide additional support within school, but wider material inequalities still affect health, housing, technology access and opportunities for learning outside school."},{"text":"School funding is legally restricted to already advantaged pupils.","correct":false,"explanation":"Pupil Premium funding is specifically allocated because pupils face disadvantage, not because support is restricted to advantaged groups. Inequality persists because funding cannot fully overcome wider material deprivation."},{"text":"School funding has no influence on resources or teaching quality.","correct":false,"explanation":"Funding can improve staffing, resources and targeted interventions, so claiming it has no influence is too absolute. Its limitation is that it cannot fully offset inequalities outside school."},{"text":"School funding automatically increases poverty and digital exclusion.","correct":false,"explanation":"Extra school funding does not itself cause poverty or digital exclusion. Rather, these wider disadvantages may continue to affect pupils despite additional educational spending."}]},{"id":"23c35702-a307-4a40-aa55-7f161da0384b","cardType":"cloze","points":null,"front":"The [ ] means unequal access to devices, internet, quiet study space and digital skills.","back":"The digital divide means unequal access to devices, internet, quiet study space and digital skills.","mcqOptions":[{"text":"digital divide","correct":true,"explanation":"The digital divide is the inequality between groups in access to digital devices, reliable internet, suitable study environments and the skills needed to use technology effectively."},{"text":"material deprivation","correct":false,"explanation":"Material deprivation is a broader lack of economic resources, including adequate income, food and housing. The specific inequality involving technology, internet access and digital skills is the digital divide."},{"text":"cultural deprivation","correct":false,"explanation":"Cultural deprivation theory focuses on language, values and socialisation rather than unequal technological access. Devices, internet connectivity and digital skills are dimensions of the digital divide."},{"text":"educational triage","correct":false,"explanation":"Educational triage describes schools concentrating resources on pupils judged most likely to improve performance statistics. Unequal access to technology and digital skills is called the digital divide."}]},{"id":"254197ae-69ac-42c4-ad0f-0f9988620c41","cardType":"basic","points":1,"front":"From a functionalist view, what can the National Curriculum help promote?","back":"Social solidarity and shared values.","mcqOptions":[{"text":"Social solidarity and shared values.","correct":true,"explanation":"Functionalists argue that teaching a common body of knowledge and culture helps socialise pupils into shared norms, strengthening social integration and solidarity."},{"text":"Class conflict and revolutionary values.","correct":false,"explanation":"Class conflict and revolution belong to Marxist analysis rather than the functionalist view. Functionalists see a common curriculum as promoting social solidarity and shared values."},{"text":"Patriarchal control and gender divisions.","correct":false,"explanation":"Patriarchal control and gender divisions are concerns of feminist theories of education. Functionalists instead argue that the National Curriculum can transmit shared values and promote social solidarity."},{"text":"Market competition and parental choice.","correct":false,"explanation":"Market competition and parental choice are associated with New Right and marketisation policies. The functionalist argument emphasises social solidarity and shared values."}]},{"id":"045d6cc1-2693-40e5-a162-8a7826213a89","cardType":"basic","points":2,"front":"According to Althusser, how does education act as an ideological state apparatus?","back":"It spreads ideas that make inequality seem natural.","mcqOptions":[{"text":"It spreads ideas that make inequality seem natural.","correct":true,"explanation":"Althusser argues that education transmits ruling-class ideology, encouraging pupils to accept hierarchy and unequal outcomes as normal, fair or based on individual ability."},{"text":"It spreads ideas that make inequality seem temporary.","correct":false,"explanation":"Althusser does not argue that schools present inequality as merely temporary. As an ideological state apparatus, education makes existing class inequality appear natural and legitimate."},{"text":"It spreads ideas that make class conflict seem desirable.","correct":false,"explanation":"Promoting class conflict would threaten rather than reproduce capitalism. Althusser argues that education spreads ruling-class ideas that make inequality appear natural and acceptable."},{"text":"It spreads ideas that make social hierarchy seem irrelevant.","correct":false,"explanation":"Althusser’s argument is not that schools dismiss hierarchy as irrelevant. Education legitimates hierarchy by spreading ideas that make unequal positions appear natural or deserved."}]},{"id":"996a85b8-3972-4369-94ab-551d05880823","cardType":"cloze","points":null,"front":"Bourdieu argued that schools value middle-class [ ], such as language, confidence and tastes.","back":"Bourdieu argued that schools value middle-class cultural capital, such as language, confidence and tastes.","mcqOptions":[{"text":"cultural capital","correct":true,"explanation":"Cultural capital consists of valued knowledge, language styles, confidence and tastes. Schools tend to recognise middle-class cultural capital, giving these pupils an educational advantage."},{"text":"economic capital","correct":false,"explanation":"Economic capital refers to money, wealth and material assets. Language, confidence and tastes are forms of cultural capital that schools recognise and reward."},{"text":"social capital","correct":false,"explanation":"Social capital refers to useful relationships, networks and connections. The language, confidence and tastes valued by schools are examples of cultural capital."},{"text":"symbolic violence","correct":false,"explanation":"Symbolic violence is the process through which dominant cultural standards are imposed as legitimate. The valued language, confidence and tastes themselves constitute cultural capital."}]},{"id":"b5b5874a-95b7-40ab-8882-c9ed93ffc904","cardType":"basic","points":1,"front":"From a feminist view, which concept explains persistent gender inequality after formal barriers are removed?","back":"Walby’s concept of patriarchy.","mcqOptions":[{"text":"Walby’s concept of patriarchy.","correct":true,"explanation":"Walby defines patriarchy as a system of social structures and practices through which men dominate and disadvantage women, allowing inequality to persist despite formal legal equality."},{"text":"Parsons’ concept of role allocation.","correct":false,"explanation":"Role allocation is a functionalist idea about education selecting people for positions according to ability. Walby’s concept of patriarchy explains persistent structural gender inequality."},{"text":"Becker’s concept of human capital.","correct":false,"explanation":"Human capital theory concerns how education develops economically valuable knowledge and skills. Walby uses patriarchy to explain why gender inequality persists after formal barriers are removed."},{"text":"Bowles and Gintis’s concept of correspondence.","correct":false,"explanation":"The correspondence principle is a Marxist explanation of how schools mirror workplace relations. Walby’s feminist concept of patriarchy explains persistent gender inequality."}]},{"id":"35d71082-d950-42e5-a38f-026da149087a","cardType":"basic","points":2,"front":"How can accountability pressures affect pupils, according to interactionists?","back":"They encourage labels of likely success or failure, shaping self-concept.","mcqOptions":[{"text":"They encourage labels of likely success or failure, shaping self-concept.","correct":true,"explanation":"Interactionists argue that accountability encourages schools and teachers to classify pupils by predicted performance. These labels can alter treatment, pupil identity and behaviour through self-fulfilling prophecies."},{"text":"They prevent labels of likely success or failure, protecting self-concept.","correct":false,"explanation":"Accountability does not necessarily prevent labelling; performance targets encourage teachers to categorise pupils by likely results. Interactionists argue these labels shape self-concept and may become self-fulfilling prophecies."},{"text":"They make labels of likely success or failure irrelevant to self-concept.","correct":false,"explanation":"Interactionists regard labels as influential rather than irrelevant. Accountability pressures promote judgements about likely success or failure, which affect teacher-pupil interactions and pupils’ understandings of themselves."},{"text":"They replace labels of likely success or failure with equal treatment.","correct":false,"explanation":"The assumption that accountability creates equal treatment overlooks teachers’ classifications of pupils. Interactionists argue that predicted performance encourages labelling, shaping expectations, treatment and pupils’ self-concepts."}]},{"id":"d5d35959-ef78-40d4-b7d8-332b88ebf4f0","cardType":"basic","points":2,"front":"What is a validity problem with using exam results to judge policy success?","back":"Exam results may miss wellbeing, creativity, confidence or learning quality.","mcqOptions":[{"text":"Exam results may miss wellbeing, creativity, confidence or learning quality.","correct":true,"explanation":"Validity concerns whether a measure captures what it claims to assess. Exam results measure a limited form of attainment and may not reflect broader educational outcomes or learning quality."},{"text":"Exam results may cost schools substantial amounts to collect and publish.","correct":false,"explanation":"Cost concerns practicality rather than validity. The validity problem is that exam results may not capture broader outcomes such as wellbeing, creativity, confidence or the quality of learning."},{"text":"Exam results may change when different pupils take each year’s examinations.","correct":false,"explanation":"Changes between pupil cohorts complicate comparisons, but this is not the central validity issue. Exam results may fail to represent wellbeing, creativity, confidence and the quality of learning."},{"text":"Exam results may be recorded incorrectly by schools or examination boards.","correct":false,"explanation":"Recording errors concern data accuracy rather than whether the indicator measures policy success validly. Exam results can be accurate while still missing wellbeing, creativity, confidence and learning quality."}]}]}],"examCountdown":{"examDate":"2027-05-14","paperLabel":"Component 1"},"heading":"Contemporary social policy and education","title":"Contemporary social policy and education Flashcards","topbar":{"backHref":"/a-level/sociology/eduqas/flashcards"},"topicSidebar":"$L38"}]}],"topicId":"90bbdb59-cfa0-57c5-9be1-3da565cb18b9","walled":"$L39"}],"$L3a","$L3b"]