Achievement, Poverty and Privatization in England: Policy and Evidence

Autor/in	Wrigley, Terry
Titel	Achievement, Poverty and Privatization in England: Policy and Evidence
Quelle	In: Improving Schools, 15 (2012) 1, S.5-9 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480212440361
Schlagwörter	Stellungnahme; Evidence; Privatization; Foreign Countries; Academic Achievement; Achievement Gains; Achievement Rating; Educational Policy; Policy Analysis; School Restructuring; Politics of Education; Educational Indicators; School Statistics; Educational Assessment; Educational Quality; Educational Improvement; Improvement Programs; United Kingdom; United Kingdom (England); United Kingdom (Scotland); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Evidenz; Privatisation; Privatisierung; Ausland; Schulleistung; Achievement gain; Leistungssteigerung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Politics of education; Bildungspolitik; Politikfeldanalyse; Schulreformplan; Schulumwandlung; Educational policy; Educational indicato; Bildungsindikator; Education; assessment; Bewertungssystem; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Großbritannien
Abstract	For many years, England has been the epitome of high-stakes accountability, often playing leapfrog with the USA. It represents an extreme of centralized surveillance, with schools organized as a quasi-market and supervised through a punitive combination of external inspection, the use of test data to name and shame schools, and ultimately closure and privatization. Other parts of the UK such as Wales and Scotland have been moving away from this and developing fundamentally different educational policies. Under the previous ("New Labour") governments of Blair and Brown, a project began of removing low-achieving schools from local government control, and placing them under the control of businessmen as "sponsors." These state-funded independently managed schools were named Academies. This article, a personal statement which makes no pretence at neutrality, introduces new data, and seeks to place the academies' project in the context of the English system more generally. The author hopes it is of interest internationally. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10