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Heterogeneous Effects of Mass Academisation in England

Lorenzo Neri () and Elisabetta Pasini
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Elisabetta Pasini: Queen Mary University of London

No 847, Working Papers from Queen Mary University of London, School of Economics and Finance

Abstract: A reform of the UK education system in 2010 gave public schools the option to become academies, independent entities funded directly from the central government. Once converted, schools have to choose between remaining a standalone academy or joining an academy chain. The majority of studies to date have focused on the impact of becoming an academy on children outcomes, disregarding the possible heterogeneity arising from the adoption of alternative conversion models. Administrative records for primary school-age students before and after conversion allow us to shed light on this channel by using a grandfathering instrument for attending a converted school. We find that students in academy chains have better standardised scores with respect to their peers in standalone academies. The use of survey data offers possible explanations for this result: schools joining a chain are more likely to make changes related to managerial practices, whereas standalone academies favour changes related to educational practices.

Keywords: Academies; School governance; School performance (search for similar items in EconPapers)
JEL-codes: I20 I21 I28 (search for similar items in EconPapers)
Date: 2018-01-10
New Economics Papers: this item is included in nep-edu
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