| 来源类型 | Discussion paper
|
| 规范类型 | 论文
|
| 来源ID | DP10772
|
| DP10772 The Introduction of Academy Schools to England?s Education |
| Stephen Machin; Andrew Eyles
|
| 发表日期 | 2015-08-16
|
| 出版年 | 2015
|
| 语种 | 英语
|
| 摘要 | We study the origins of what has become one of the most radical and encompassing programmes of school reform seen in the recent past amongst advanced countries ? the introduction of academy schools to English secondary education. Academies are state schools that are allowed to run in an autonomous manner which is free from local authority control. Almost all academies are conversions from already existent state schools and so are school takeovers that enable more autonomy. Our analysis shows that this first round of academy conversions that took place in the 2000s generated significant improvements in the quality of pupil intake and in pupil performance. There is evidence of heterogeneity as improvements only occur for schools experiencing the largest increase in their school autonomy relative to their predecessor state. Analysis of mechanisms points to changes in headteachers and management structure as key factors underpinning these improvements in pupil outcomes. |
| 主题 | Labour Economics
|
| 关键词 | Academies
Pupil intake
Pupil performance
|
| URL | https://cepr.org/publications/dp10772
|
| 来源智库 | Centre for Economic Policy Research (United Kingdom)
|
| 资源类型 | 智库出版物
|
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/539603
|
推荐引用方式
GB/T 7714 |
Stephen Machin,Andrew Eyles. DP10772 The Introduction of Academy Schools to England?s Education. 2015.
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