Submitted manuscript, 296 KB, PDF document
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
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 -