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The General Certificate of Secondary Education (GCSE) is the standard qualification undertaken by pupils in England and Wales at the end of year 11 (age 15–16). GCSEs continue to play an important and central role in young people's educational and employment pathways. Within the sociology of youth, there has been recent interest in documenting the lives and educational experiences of ‘ordinary’ young people. In this paper, we analyse school GCSE attainment at the subject area level. This is an innovative approach and our motivation is to explore substantively interesting patterns of attainment that might be concealed in analyses of overall attainment or attainment within individual subjects. We analyse data from the Youth Cohort Study of England and Wales using a latent variable approach. The modelling process uncovered four distinctive latent educational groups. One latent group is characterised by high levels of overall attainment, whereas another latent group is characterised by poor GCSE performance. There are two latent groups with moderate or ‘middle’ levels of GCSE attainment. These two latent groups have similar levels of agglomerate attainment, but one group performs better in science and the other performs better in arts GCSEs. [ABSTRACT FROM AUTHOR]

The transfer from primary to secondary school in England and Wales is a status passage, from child to teenager. Research on the anxieties and anticipations surrounding that transfer over a 30-year period shows continuities and discontinuities. As well as the contrast of sociological approaches, the perceptions of children in 1977–1978 and 2003–2004 are compared to explore whether their anxieties and anticipations have changed. The transfer studies conducted by Galton in the 1970s are shown to have revealed concerns and enthusiasms among children that are an enduring feature of British pupils’ lives. Two different sociological approaches to researching children are contrasted, one current in the 1970s, the other predominant in the new century. [ABSTRACT FROM PUBLISHER]

This essay proposes an approach to understanding changes in political responses to crime in England and Wales over the last third of the twentieth century and developments in criminological knowledge over the same period. To explore the association between these in some empirical detail, we argue, would provide a historical-sociological understanding that is currently lacking, notwithstanding Garland's significant intervention in The Culture of Control . We take issue with some aspects of Garland's account, on both methodological and substantive grounds, and delineate certain distinctions between his 'history of the present' and the historically situated hermeneutics that we favour. The latter, we suggest, can be more attentive to particular political and intellectual struggles that have had a formative bearing on the current field and, as such, offer new perspectives on the position of crime and punishment in contemporary political culture. [ABSTRACT FROM AUTHOR]