ABSTRACT
The notion of “Lower-Attaining” pupils carries with it the need to identify and select pupils for the intervention. The means of doing this varied from school to school. In schools A and B, the project children were timetabled together for most subjects and as such were seen to have a definite “lower-attaining identity.” As the pupils’ comments later in this chapter show, some pupils in schools A and B were adversely affected by being so clearly labelled as less able. This was less of a problem in schools C and D where more flexible timetabling arrangements pertained and the lower-attaining pupils (LAP) were less identifiable as a particular group. During the life of the project, a new cohort of fourth year pupils was introduced to FIE each year. The formal evaluation began during the second year of the LAP Project. All FIE pupils in this year (teaching groups 4, 7, 8, 11, 12, 13, 15, 16, 17, and 18) were formally evaluated.
