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The introduction of academy schools to England’seducation

Eyles, Andrew and Machin, Stephen (2015) The introduction of academy schools to England’seducation. CEP Discussion Papers (CEPDP1368). Centre for Economic Performance, London School of Economics and Political Science, London, UK.

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Abstract

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 head teachers and management structure as key factors underpinning these improvements in pupil outcomes.

Item Type: Monograph (Discussion Paper)
Official URL: http://cep.lse.ac.uk/_new/publications/series.asp?...
Additional Information: © 2015 The Authors
Divisions: Centre for Economic Performance
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
JEL classification: I - Health, Education, and Welfare > I2 - Education > I20 - General
I - Health, Education, and Welfare > I2 - Education > I21 - Analysis of Education
I - Health, Education, and Welfare > I2 - Education > I28 - Government Policy
Sets: Research centres and groups > Centre for Economic Performance (CEP)
Date Deposited: 01 Oct 2015 09:51
Last Modified: 15 Sep 2019 23:26
Funders: Economic and Social Research Council
URI: http://eprints.lse.ac.uk/id/eprint/63815

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