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Profile of second-level students exempt from studying Irish

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  • Darmody, Merike
  • Smyth, Emer

Abstract

Drawing on curriculum differentiation theory, this paper discusses exemptions from learning Irish granted to Irish post-primary students. In order to explore the profile of students granted such exemptions, the study utilises data from a national longitudinal study, Growing Up in Ireland. Additional information is provided by administrative data collected by the Department of Education and Skills to show trends in the number of exemptions granted over time. The findings show that factors impacting on being exempt include gender, social class, having a special educational need at primary school and being born outside Ireland.

Suggested Citation

  • Darmody, Merike & Smyth, Emer, 2016. "Profile of second-level students exempt from studying Irish," Papers WP527, Economic and Social Research Institute (ESRI).
    • Handle: RePEc:esr:wpaper:wp527
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    File URL: https://www.esri.ie/pubs/WP527.pdf
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    References listed on IDEAS

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    1. Smyth, Emer & McCoy, Selina & Darmody, Merike, 2004. "Moving Up. The Experiences of First-Year Students in Post-Primary Education," Research Series, Economic and Social Research Institute (ESRI), number BKMNEXT36.
    2. Smyth, Emer & Dunne, Allison & McCoy, Selina & Darmody, Merike, 2006. "Pathways through the Junior Cycle: the Experience of Second Year Students," Research Series, Economic and Social Research Institute (ESRI), number BKMNEXT75.
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    Cited by:

    1. McCoy, Selina & Mihut, Georgiana, 2020. "Examining the experiences of students, teachers and leaders at Educate Together second level schools," Research Series, Economic and Social Research Institute (ESRI), number RS113.

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