In my sons' prep school, I have seen kids playing musical instruments so good, they could do concerts for a general public. I have seen boys taking GCSEs in Year 6.
And 100% of parents are university educated, often high achievers. Don't let me start speaking about Chinese, where kids come from school 6pm, and they often get two more lessons at home (Chinese + music instrument most often).
Parents in state schools don't put in even half of the effort on average.
I wondered how long it'd be before we'd see "parents who can't afford private education just aren't putting the effort in".
And I say it as someone who went to a state school, just like my parents, grandparents...
Or do they need to just be luckier?
In China, they speak about 996 (working 9am to 9pm 6 days a week; and since we speak about education, Chinese kids often learn from 7am up to 9pm, and when they are getting ready for University, they pull 12–14 hours a day consistently), in Europe, we speak about working only 4 days a week, and whether it is bad for kids to have homeworks.
We all, in Europe, should speak about working a bit harder. Especially those, who are not happy with where they are.
There are plenty of people who are not happy with where they are despite working hard. This "pull yourself up by your bootstraps" mentality is cancer to the problem, it solves nothing.
Talking about a 6 day work week aspirationally is truly odd. There are parents of independent school kids who do not work 6 day weeks, I'd dare to wager many of them. It's foolish and naive to assume that grinding harder is the way to make up the difference.
This isn’t a surprise, because independent schools hothouse children to ensure they peak at a levels, whereas what universities want is students who will continue to improve at university.
I have two children (3xA*, 1A for one and 3As for the other) who were not interested in Oxford or Cambridge. My experience of Cambridge students (I live in Cambridge) is that I have seen many burn out. You also end up with a very narrow program of study which for children with broader interests forces them into a box very early. It’s also a 3 year undergrad program with 24 contact weeks a year, which is insanely short.
My children have gone to Scotland (Edinburgh and St Andrews) which allows significantly more flexibility than English universities offer in choosing subjects outside your chosen degree pattern. St Andrews even lets you change degree completely if you find something else you like.
If you really really want to be a mathematician at 18 then I can see why Cambridge or Oxford might appeal; for kids with more breadth, I think it’s a poor choice.
To some extent, but one of the things about it that I liked was the course I was on was more general than most other English universities. But still, it's not as broad as e.g. a US university, so it's pretty relative. (Basically, for engineering the curriculum is basically 'all engineering' until the second year, where you then can pick specific modules to go into specific areas. Natural Science and Mathematics are similar. But, relevant to your point about burnout, they didn't really cut anything from each area compared to other, more focused courses, so the workload was definitely intense). For me it was a perfect fit because I knew I wanted to go into engineering but I didn't really have a strong preference for which type (still haven't really given up being a generalist).
> My experience of Cambridge students (I live in Cambridge) is that I have seen many burn out.
100%. I "burnt out" (actually, I think I discovered there was more to life than the academic slog I'd spent my entire schooling immersed in) and despite 6 A levels came 94/97 in my third year.
It happens a lot, and my suspicion is that the burnout is caused by the whiplash of going from a high intensity/pressure school environment (where you're likely told you're the smartest person in the room), to a more adult, self-driven one (where it's clear you're not).
> You also end up with a very narrow program of study which for children with broader interests forces them into a box very early.
This depends on the course I think. I did natural sciences which is extremely broad, and allows much later specialisation. Other courses are far narrower d think.
This just isn't true in my area (Physics), the courses at Oxbridge are just as broad but go much deeper than you'd study in another University.
I don't think it's true of written subjects either, from friends that studied there it sounds like the cranking out of essays is weekly or more at Oxbridge whereas my housemates at University were doing termly stuff.
No, it's nowhere near that intense on average. And also, this sounds like it very much is about the quality of the schooling, no? But, if you're also going with 'all kids aren't equally smart', then that would suggest that the results from that stage of schooling are not necessarily indicative of how well they would do at a given university, where there's a lot less support in general.
All kids aren't equally smart. Not all kids can also handle such a regime. It isn't for everyone. Those, who succeed in such schools, deserve not to be discriminated against, because their dad has a Range Rover and tweed suit.
If a good independent school prepares a child better than a state school, the child should have a preference. Otherwise, all those years of preparation and all that talent is wasted.
In other words, the parents should get a return on their investment?
Your child is not entitled to an Oxbridge place over a state-educated child because they might have more potential and ability, they're entitled because you paid extra for it?
Anyway. If Oxford is going to pass on those kids, who are often multiple years ahead of the average, some other university will accept them. And then, this university will likely beat Oxford in ratings.
If, however, you want to convince yourself that the amount of money you've spent on your child's education means they're smarter than the rest, go right ahead and believe that.
Universities don't select for whether a candidate has "reached their full potential". They select for what that potential is.
For smarter. My narrative is more prepared, used to working harder. And also, it's self-selection. If you are not made for that type of education, you are going to leave.
No matter if universities select for potential, or operating near it. Both would be nice. Now, it is increasingly also how they will shape the society if they accept student A instead of student B. And they want to shape society in a way that discriminates against certain kids for who their parents are.