Academies 2: The New Batch. CEP Discussion Paper No. 1370

Autor/inn/en	Eyles, Andrew; Machin, Stephen; Silva, Olmo
Institution	London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)
Titel	Academies 2: The New Batch. CEP Discussion Paper No. 1370
Quelle	(2015), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2042-2695
Schlagwörter	Foreign Countries; Public Schools; School Based Management; Institutional Autonomy; Educational History; Educational Change; School Turnaround; Politics of Education; Elementary Secondary Education; Comparative Analysis; Educational Policy; Student Characteristics; Socioeconomic Influences; Enrollment Trends; Government Role; Databases; Student Records; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Public school; Öffentliche Schule; Institutionelle Autonomie; History of education; Bildungsgeschichte; Bildungsreform; Educational policy; Bildungspolitik; Politics of education; Sozioökonomischer Faktor; Datenbank; Schülerakte
Abstract	The English education system has undergone a large restructuring programme through the introduction of academy schools. The most salient feature of these schools is that, despite remaining part of the state sector, they operate with more autonomy than the predecessor schools they replace. Two distinct time periods of academy school introduction have taken place, under the auspices of different governments. The first batch was initiated in the 2002/03 school year by the Labour government of the time and was directly aimed at turning around badly performing schools. The second batch involved a mass academisation process following the change of government in May 2010 and the Academies Act of that year and resulted in increased heterogeneity of new academies. This paper compares the two batches of introduction with the aim of getting a better understanding of their similarities and differences. To do so, we study what types of schools were more likely to change to academy status in the two programmes, and the impact of this change on the quality of new pupil enrolments into the new types of school. Whilst we do point out some similarities, these are the exception rather than the norm. For the most part, our analysis reveals a number of marked dissimilarities between the two programmes in terms of both the characteristics of schools that become academies and the subsequent changes in intakes. Additional tables are appended. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.] (As Provided).
Anmerkungen	Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/2/04