Library Header Image
LSE Research Online LSE Library Services

Exploring pupil segregation between specialist and non‐specialist schools

Exley, Sonia (2009) Exploring pupil segregation between specialist and non‐specialist schools. Oxford Review of Education, 35 (4). pp. 451-470. ISSN 0305-4985

PDF - Accepted Version
Download (843kB) | Preview

Identification Number: 10.1080/03054980902989948


One of the most significant developments within English education over the last decade has been the expansion of specialist schools as a means by which to promote diversity and drive improvement. While much research has examined the impact of specialist schools on outcomes such as attainment, little attention has been paid to the schools’ demographic compositions or their potential for exacerbating segregation. Gorard and Taylor (2001) reported that specialist schools admitted proportionally fewer children from deprived backgrounds over time. Building on their work, this paper uses data from the Pupil Level Annual School Census and the Index of Multiple Deprivation to examine changing intakes of specialist and non‐specialist schools between 2001/2 and 2004/5. Trends in segregation were not significantly associated with the presence or otherwise of specialist status in a school. However, they were significantly associated with foundation status and the presence of strong and/ or improving examination results. Such schools drew more ‘privileged’ intakes over time.

Item Type: Article
Official URL:
Additional Information: © 2009 Taylor and Francis
Divisions: Social Policy
Subjects: L Education > L Education (General)
Date Deposited: 23 Aug 2011 13:50
Last Modified: 16 May 2024 00:58
Projects: PTA-030-2003-01401
Funders: Economic and Social Research Council

Actions (login required)

View Item View Item


Downloads per month over past year

View more statistics