to the age of 14, into separate institutions. Many more were built between the end of World War II and 1965, in an effort to provide universal secondary education. Until the raising of statutory school leaving age in 1972, pupils could leave school at 15, at the end of the fourth form (year 10). This left a demotivated rump of 14–15-year-olds who did not want to be there, and had no intention of taking a school-leaving exam at 16. Tripartite system The eleven-plus exam was employed to stream children into grammar schools, technical schools (which existed only in some regions) and secondary modern schools. Claims that the 11-plus was biased in favour of middle-class children remain controversial. However, strong evidence exists that the outcome of streaming was that, overwhelmingly, grammar schools were attended by middle-class children while secondary modern schools were attended by working-class children. The most academically able of students in secondary modern schools found that their potential progression to university and advanced post-secondary studies was constrained by limitations within their schools, the wider educational system and access to higher external examinations. The 'baby boomer' generation was particularly affected during the period 1957 to 1970 because grammar-school places had not been sufficiently increased to accommodate the large bulge in student numbers which entered secondary schools during this period. As a result, cut-off standards on the 11-plus for entry into grammar schools rose and many students who would, in earlier years, have been streamed into grammar schools were instead sent to secondary modern schools. Although parity of esteem between this and the other sections of the tripartite system had been planned, in practice the secondary modern came to be seen as the school for failures. Those who had "failed" their 11-plus were sent there to learn rudimentary skills before advancing to factory or menial jobs. Secondary moderns prepared students for the CSE examination, rather than the more prestigious O Level, and although teaching for the latter was established in later years, fewer than one in ten students participated. Secondary moderns did not offer schooling for the A Level, and in 1963, for instance, only 318 former secondary-modern pupils sat A levels. None went on to university. Grammar schools were generally funded at a higher per-student level than secondary modern schools. Secondary moderns were generally deprived of both resources and good teachers. The Newsom Report of 1963 reported on education for