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The joint evaluation of multiple educational policies: the case of specialist schools and Excellence in Cities policies in Britain

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The joint evaluation of multiple educational policies: the case of specialist schools and Excellence in Cities policies in Britain. / Bradley, Steve; Migali, Giuseppe.
In: Education Economics, Vol. 20, No. 3, 01.07.2012, p. 322-342.

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

Harvard

Bradley, S & Migali, G 2012, 'The joint evaluation of multiple educational policies: the case of specialist schools and Excellence in Cities policies in Britain', Education Economics, vol. 20, no. 3, pp. 322-342. https://doi.org/10.1080/09645292.2012.678715

APA

Bradley, S., & Migali, G. (2012). The joint evaluation of multiple educational policies: the case of specialist schools and Excellence in Cities policies in Britain. Education Economics, 20(3), 322-342. https://doi.org/10.1080/09645292.2012.678715

Vancouver

Bradley S, Migali G. The joint evaluation of multiple educational policies: the case of specialist schools and Excellence in Cities policies in Britain. Education Economics. 2012 Jul 1;20(3):322-342. doi: 10.1080/09645292.2012.678715

Author

Bradley, Steve ; Migali, Giuseppe. / The joint evaluation of multiple educational policies: the case of specialist schools and Excellence in Cities policies in Britain. In: Education Economics. 2012 ; Vol. 20, No. 3. pp. 322-342.

Bibtex

@article{9bffe38d6d284580898b579ab9fefb1b,
title = "The joint evaluation of multiple educational policies: the case of specialist schools and Excellence in Cities policies in Britain",
abstract = "Governments frequently introduce education policy reforms to improve the educational outcomes of pupils. These often have simultaneous effects on pupils because they are implemented in the same schools and at the same time. In this paper, we evaluate the relative and multiple overlapping effects of two flagship British educational policies - the Excellence in Cities initiative and the specialist schools policy. We compare the estimates from multi-level cross-sectional and difference-in-differences (DID) matching models. The policy impacts estimated from cross-sectional models are typically positive, quite large and rise over time. The specialist schools policy had a much greater impact on test scores. However, DID matching estimates of the overlapping policies show an increase in GCSE test scores by only 0.5-1 point. We interpret this result as a small causal effect arising from complementarities between the two policies.",
keywords = "policy evaluation, matching and multi-level models",
author = "Steve Bradley and Giuseppe Migali",
year = "2012",
month = jul,
day = "1",
doi = "10.1080/09645292.2012.678715",
language = "English",
volume = "20",
pages = "322--342",
journal = "Education Economics",
issn = "0964-5292",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - The joint evaluation of multiple educational policies: the case of specialist schools and Excellence in Cities policies in Britain

AU - Bradley, Steve

AU - Migali, Giuseppe

PY - 2012/7/1

Y1 - 2012/7/1

N2 - Governments frequently introduce education policy reforms to improve the educational outcomes of pupils. These often have simultaneous effects on pupils because they are implemented in the same schools and at the same time. In this paper, we evaluate the relative and multiple overlapping effects of two flagship British educational policies - the Excellence in Cities initiative and the specialist schools policy. We compare the estimates from multi-level cross-sectional and difference-in-differences (DID) matching models. The policy impacts estimated from cross-sectional models are typically positive, quite large and rise over time. The specialist schools policy had a much greater impact on test scores. However, DID matching estimates of the overlapping policies show an increase in GCSE test scores by only 0.5-1 point. We interpret this result as a small causal effect arising from complementarities between the two policies.

AB - Governments frequently introduce education policy reforms to improve the educational outcomes of pupils. These often have simultaneous effects on pupils because they are implemented in the same schools and at the same time. In this paper, we evaluate the relative and multiple overlapping effects of two flagship British educational policies - the Excellence in Cities initiative and the specialist schools policy. We compare the estimates from multi-level cross-sectional and difference-in-differences (DID) matching models. The policy impacts estimated from cross-sectional models are typically positive, quite large and rise over time. The specialist schools policy had a much greater impact on test scores. However, DID matching estimates of the overlapping policies show an increase in GCSE test scores by only 0.5-1 point. We interpret this result as a small causal effect arising from complementarities between the two policies.

KW - policy evaluation

KW - matching and multi-level models

U2 - 10.1080/09645292.2012.678715

DO - 10.1080/09645292.2012.678715

M3 - Journal article

VL - 20

SP - 322

EP - 342

JO - Education Economics

JF - Education Economics

SN - 0964-5292

IS - 3

ER -