Rights statement: This is the author’s version of a work that was accepted for publication in Economics of Education Review. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Economics of Education Review, 63, 1, 2018 DOI: 10.1016/j.econedurev.2018.02.004
Accepted author manuscript, 636 KB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Does greater primary school autonomy improve pupil attainment?
T2 - Evidence from primary school converter academies in England
AU - Regan-Stansfield, Joe
N1 - This is the author’s version of a work that was accepted for publication in Economics of Education Review. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Economics of Education Review, 63, 1, 2018 DOI: 10.1016/j.econedurev.2018.02.004
PY - 2018/4
Y1 - 2018/4
N2 - A recent English education policy has been to encourage state primary schools to become academies: state-funded, non-selective, and highly autonomous establishments. Primary schools have been able to opt-in to academy status since 2010 and academies now account for twenty-one percent of the primary sector. This paper investigates the causal effect of becoming a converter academy on primary school assessment outcomes, and on entry-year intake composition. Unlike existing evidence focused on earlier academies formed from failing secondary schools, no evidence is found of a converter academy effect on attainment for the average pupil. Although, there is evidence of a slight positive effect on age 11 attainment for pupils eligible for free school meals. There is no evidence that becoming a converter academy affects the composition of the entry-year intake.
AB - A recent English education policy has been to encourage state primary schools to become academies: state-funded, non-selective, and highly autonomous establishments. Primary schools have been able to opt-in to academy status since 2010 and academies now account for twenty-one percent of the primary sector. This paper investigates the causal effect of becoming a converter academy on primary school assessment outcomes, and on entry-year intake composition. Unlike existing evidence focused on earlier academies formed from failing secondary schools, no evidence is found of a converter academy effect on attainment for the average pupil. Although, there is evidence of a slight positive effect on age 11 attainment for pupils eligible for free school meals. There is no evidence that becoming a converter academy affects the composition of the entry-year intake.
KW - School type
KW - School autonomy
KW - Primary education
U2 - 10.1016/j.econedurev.2018.02.004
DO - 10.1016/j.econedurev.2018.02.004
M3 - Journal article
VL - 63
SP - 167
EP - 179
JO - Economics of Education Review
JF - Economics of Education Review
SN - 0272-7757
IS - 1
M1 - 11
ER -