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Funding, school specialisation and test scores: an evaluation of the specialist schools policy using matching models

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Funding, school specialisation and test scores: an evaluation of the specialist schools policy using matching models. / Bradley, Steve; Migali, Giuseppe; Taylor, James.
In: Journal of Human Capital, Vol. 7, No. 1, 2013, p. 76-106.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Bradley, S, Migali, G & Taylor, J 2013, 'Funding, school specialisation and test scores: an evaluation of the specialist schools policy using matching models', Journal of Human Capital, vol. 7, no. 1, pp. 76-106. https://doi.org/10.1086/669203

APA

Bradley, S., Migali, G., & Taylor, J. (2013). Funding, school specialisation and test scores: an evaluation of the specialist schools policy using matching models. Journal of Human Capital, 7(1), 76-106. https://doi.org/10.1086/669203

Vancouver

Bradley S, Migali G, Taylor J. Funding, school specialisation and test scores: an evaluation of the specialist schools policy using matching models. Journal of Human Capital. 2013;7(1):76-106. doi: 10.1086/669203

Author

Bradley, Steve ; Migali, Giuseppe ; Taylor, James. / Funding, school specialisation and test scores : an evaluation of the specialist schools policy using matching models. In: Journal of Human Capital. 2013 ; Vol. 7, No. 1. pp. 76-106.

Bibtex

@article{e9f046a32421491d984fc0034f513de0,
title = "Funding, school specialisation and test scores: an evaluation of the specialist schools policy using matching models",
abstract = "We evaluate the effect on test scores of a UK education reform which has increased funding of schools and encouraged their specialisation in particular subject areas, enhancing pupil choice and competition between schools. Using several data sets, we apply cross-sectional and difference-in-differences matching models, to confront issues of the choice of an appropriate control group and different forms of selection bias. We demonstrate a statistically significant causal effect of the specialist schools policy on test score outcomes. The duration of specialisation matters, and we consistently find that the longer a school has been specialist the larger is the impact on test scores. We finally disentangle the funding effect from a specialisation effect, and the latter occurs yielding relatively large improvements in test scores in particular subjects.",
keywords = "School Quality, Subject Specialisation, Matching models",
author = "Steve Bradley and Giuseppe Migali and James Taylor",
note = "Accepted for publication on 8/11/2012",
year = "2013",
doi = "10.1086/669203",
language = "English",
volume = "7",
pages = "76--106",
journal = "Journal of Human Capital",
issn = "1932-8575",
publisher = "University of Chicago",
number = "1",

}

RIS

TY - JOUR

T1 - Funding, school specialisation and test scores

T2 - an evaluation of the specialist schools policy using matching models

AU - Bradley, Steve

AU - Migali, Giuseppe

AU - Taylor, James

N1 - Accepted for publication on 8/11/2012

PY - 2013

Y1 - 2013

N2 - We evaluate the effect on test scores of a UK education reform which has increased funding of schools and encouraged their specialisation in particular subject areas, enhancing pupil choice and competition between schools. Using several data sets, we apply cross-sectional and difference-in-differences matching models, to confront issues of the choice of an appropriate control group and different forms of selection bias. We demonstrate a statistically significant causal effect of the specialist schools policy on test score outcomes. The duration of specialisation matters, and we consistently find that the longer a school has been specialist the larger is the impact on test scores. We finally disentangle the funding effect from a specialisation effect, and the latter occurs yielding relatively large improvements in test scores in particular subjects.

AB - We evaluate the effect on test scores of a UK education reform which has increased funding of schools and encouraged their specialisation in particular subject areas, enhancing pupil choice and competition between schools. Using several data sets, we apply cross-sectional and difference-in-differences matching models, to confront issues of the choice of an appropriate control group and different forms of selection bias. We demonstrate a statistically significant causal effect of the specialist schools policy on test score outcomes. The duration of specialisation matters, and we consistently find that the longer a school has been specialist the larger is the impact on test scores. We finally disentangle the funding effect from a specialisation effect, and the latter occurs yielding relatively large improvements in test scores in particular subjects.

KW - School Quality

KW - Subject Specialisation

KW - Matching models

U2 - 10.1086/669203

DO - 10.1086/669203

M3 - Journal article

VL - 7

SP - 76

EP - 106

JO - Journal of Human Capital

JF - Journal of Human Capital

SN - 1932-8575

IS - 1

ER -