A lot of commentary today on the results of Key Stage 2 tests of 11-year-olds' abilities at the "Three Rs" (Reading, Writing, Maths and Science). As a statistical observation, the problem appears to lie particularly with the Writing part of the "Three Rs". 33% of children did not achieve the standards in Writing (and possibly some of the others too). Only 7% seem to have reached the necessary standard in Writing but failed on one or more of the other elements.
I'd be interested to know to what extent language played a part in this, but the much greater success in reading than in writing suggests it is not just a question of language. Dyslexia ought to have impacts on both reading and writing, and is anyway pretty thoroughly detected and allowed-for nowadays. Is it problems of coordination (hand-to-eye)? Or could it be problems with imagination and application? If the latter, are the quick-fix adrenalin-buzz and hypnotic effects of computer games and TV in some way related? Or is this to make the false assumption that things have got worse? In recent years, results indicate that things have been getting better, but we know to be sceptical about grade-inflation - even the Government has admitted it has been occurring.
Or is it about self-motivation and -discipline? Reading, maths and science are all about responding to questions or performing tasks as instructed. Writing requires you to work out what you want to say and the best way to say it. It is (in the ghastly lingo) more proactive and less reactive than the others. Could we be knocking up against a simple constraint in the range of human natures and abilities, that some people prefer to follow than to lead, and that this may mean that some people are irredeemably poor at expressing themselves?
Whatever the causes, critics ought to remember that they can't have their cake and eat it. It is inconsistent to complain about grade-inflation one day and lack of sufficient improvement the next. For myself, I am more concerned about grade-inflation, so in a perverse way, the fact that there has been little overall improvement this year is reassuring. Unless, that is, we have education stagflation, where falling standards and inflating grades result in apparent stasis masking chronic decline.