Andrew Sabisky

Yesterday afternoon the government released a new Green Paper which focussed on its initial proposals for expanding the number of high-quality school places throughout both the primary and secondary sectors. This task is particularly urgent given the existence of a demographic bulge currently passing through the primary year groups. The proposed reforms are united by an overarching theme, which is a desire to provide a higher-quality education for the children of those parents who are 'just about managing' (a phrase the document frequently returns to), and whose earnings are just above the free school meals cut-off (around £16,190).

As part of its plan to expand the number of grammar schools, the Government has proposed making 'tutor-proof' tests. Unfortunately, this is more difficult to accomplish than Theresa May imagines and even if it were realistic, it might not solve the problem of under-representation of poor children in grammar schools. It's possible to make this argument thanks to the large amount of scientific literature on the effects of practice and coaching on cognitive test performance. This is based on the popularity of such tests in job and educational selection over the decades and the results are both clear and consistent. Practice and coaching do have positive effects. What's more, coaching has an effect over and above that of practice alone.