Ladychaise
It's a little bit off topic, but provides an interesting context to the MN discussions on this topic.
The Sutton Trust have published a release about admissions to state schools. It looks like high performance in state schools comes from social selection.
Some interesting excerpts:
What the research says about school admissions
It is therefore disappointing to see the data on how selective some of the best comprehensives in the country are. Our research in 2019 found that the top 500 comprehensives in England had on average a lower proportion of children eligible for Free School Meals (FSM) in their schools than the national average. But this isn’t just down to differences in regional affluence. The research found that they also had a lower proportion of children eligible for the FSM in their school than their local catchment area. In other words, if you are eligible for Free School Meals you are less likely to attend a top 500 comprehensive, even if one is open in your catchment area.
Often, the best schools are oversubscribed, making the “oversubscription criteria” a particularly pivotal element in shaping their future cohorts. Currently the two most common criteria used by secondary schools are: having a sibling in the school already (95%); and some sort of geographical component (88%). As a result, our research in 2017 found that a typical house in the catchment area of a top 500 school costs £45,700 more than the average house in the same local authority. This is clearly a significant barrier for lower income families accessing these top schools.
Perhaps most frustratingly of all, our polling in 2020 found that the most socially selective schools were the least likely to identify that social segregation was an issue in their own school as well as the system as a whole…Put simply – it isn’t good enough and it isn’t fair.
Let’s be honest though, changing admissions policies is harder than just knowing that you could theoretically do it. Our research has also shown that 54% of teachers cite class differences in parental preferences as a barrier to improving social mix in schools. 48% shared concerns over the impact on league tables and 37% cite difficulties associated with teaching pupils from disadvantaged backgrounds.
It somewhat challenges the oversimplified arguments that some on here present.