Education News recently published concerns about the high number of E grades (the lowest possible grade) among national school students in the 2024 KCSE examinations.

“It is not a crime to get grade E in KCSE. While over 25,000 students scored grade E last year, what’s startling is that 160 of these E’s came from our national schools,” noted educator Mwalimu Kamomoni Wa Kiambati.

While 160 E’s in national schools is indeed concerning, the suggestion that E grades should be limited to other school categories — extra-county, county, and sub-county schools — is problematic. National schools admit students who excel in KCPE, with none scoring below 250 out of 500 marks. These students demonstrate the minimum entry behaviour — the critical knowledge, skills, and attitudes necessary for secondary education, which is more mentally demanding than the primary curriculum.

However, academic potential isn’t exclusive to national schools. The roughly 100 national schools don’t monopolise high-performing students. Extra-county, county, and sub-county schools also admit students scoring well over 350 marks. Many capable students who score above 300 marks attend sub-county schools due to financial constraints, as they cannot afford the boarding fees charged by county and extra-county schools.

The majority of students entering Form One across all school categories possess the minimum abilities required for secondary education. Past results prove that academic excellence isn’t tied to school category. There have been cases where students who scored below 300 marks in KCPE went on to achieve C+ and above in KCSE at sub-county schools. Various Education Cabinet Secretaries have recognised students from modest KCPE performances who achieved A- grades in KCSE.

As American educator Marva Collins, founder of Chicago’s Westside Preparatory School, stated in her book Returning Excellence to Education, Marva Collins Way, “There is a brilliant child locked inside every student”. While students may have different degrees of academic aptitude, educational policy recognises that every child has potential, regardless of their background.

Teachers across all school categories receive similar training, possess comparable practical experience, and work under similar leadership systems. Any differences between national schools and other categories are minimised by the standardised curriculum structure and implementation guidelines.

The education system accounts for diverse student abilities through comprehensive policies and standards. The Ministry of Education, Kenya Institute of Curriculum Development, Teachers Service Commission, Kenya National Examinations Council, and other stakeholders establish rules promoting supportive learning environments.

The secondary curriculum is divided into four calendar years, with specific content designated for each 39-week school period. Students must properly understand each portion before advancing to the next in January when the school calendar begins. This structure applies consistently throughout the four years of secondary education.

All school categories practise mixed-ability teaching, where students of different capabilities learn together in the same class. These classes are naturally mixed due to varying KCPE scores. As noted by education expert Carol Ann Tomlinson, mixed ability encompasses various factors including age and background.

Strict adherence to educational policies and standards can create meaningful learning experiences across all student categories. Gifted learners can explore more complex content independently, while average learners — who comprise the majority — get opportunities to strengthen their understanding through revision. Teachers can dedicate time to remedial lessons for students facing learning difficulties.

With proper teaching and learning experiences, students become prepared for multiple pathways: careers, higher education, training, and life in general. The KCSE examination serves as a means to these ends, not an end itself.

A well-implemented education system should see at least 30 percent of students achieving C+ and above, with many more scoring C and C-, qualifying them for STEM courses and diploma-level studies rather than starting at certificate level. The focus should not be on which school category produces which grades, but on ensuring every student, regardless of their school, receives quality education that allows them to reach their full potential.

— The writer is a Communication Specialist