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Do good primary schools perform even better as academies?

Research output: Working paper

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Do good primary schools perform even better as academies? / Regan-Stansfield, Joe.
Lancaster: Lancaster University, Department of Economics, 2016. (Economics Working Paper Series).

Research output: Working paper

Harvard

Regan-Stansfield, J 2016 'Do good primary schools perform even better as academies?' Economics Working Paper Series, Lancaster University, Department of Economics, Lancaster.

APA

Regan-Stansfield, J. (2016). Do good primary schools perform even better as academies? (Economics Working Paper Series). Lancaster University, Department of Economics.

Vancouver

Regan-Stansfield J. Do good primary schools perform even better as academies? Lancaster: Lancaster University, Department of Economics. 2016 Nov. (Economics Working Paper Series).

Author

Regan-Stansfield, Joe. / Do good primary schools perform even better as academies?. Lancaster : Lancaster University, Department of Economics, 2016. (Economics Working Paper Series).

Bibtex

@techreport{460850c4e5774ab9a83cf757499a121a,
title = "Do good primary schools perform even better as academies?",
abstract = "A current English education policy is to encourage all 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 per-cent of the primary sector. This paper investigates the causal effect of voluntary academy conversion 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 an academy conversion effect on attainment for the average pupil, although pupils with special educational needs do perform better in reading tests after academy conversion. There is no evidence that academy conversion affects the composition of the entry-year intake.",
keywords = "School Type, School Autonomy, Primary Education",
author = "Joe Regan-Stansfield",
year = "2016",
month = nov,
language = "English",
series = "Economics Working Paper Series",
publisher = "Lancaster University, Department of Economics",
type = "WorkingPaper",
institution = "Lancaster University, Department of Economics",

}

RIS

TY - UNPB

T1 - Do good primary schools perform even better as academies?

AU - Regan-Stansfield, Joe

PY - 2016/11

Y1 - 2016/11

N2 - A current English education policy is to encourage all 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 per-cent of the primary sector. This paper investigates the causal effect of voluntary academy conversion 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 an academy conversion effect on attainment for the average pupil, although pupils with special educational needs do perform better in reading tests after academy conversion. There is no evidence that academy conversion affects the composition of the entry-year intake.

AB - A current English education policy is to encourage all 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 per-cent of the primary sector. This paper investigates the causal effect of voluntary academy conversion 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 an academy conversion effect on attainment for the average pupil, although pupils with special educational needs do perform better in reading tests after academy conversion. There is no evidence that academy conversion affects the composition of the entry-year intake.

KW - School Type

KW - School Autonomy

KW - Primary Education

M3 - Working paper

T3 - Economics Working Paper Series

BT - Do good primary schools perform even better as academies?

PB - Lancaster University, Department of Economics

CY - Lancaster

ER -