Heterogeneous Effects of School Autonomy in England
Lorenzo Neri () and
Elisabetta Pasini ()
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Elisabetta Pasini: Alma Economics
No 202010, Discussion Paper Series, School of Economics and Finance from School of Economics and Finance, University of St Andrews
A 2010 education reform gave English schools the option to become academies, autonomous but state-funded schools. Academies can opt for two different models of governance by choosing to remain standalone schools or join an academy chain. We investigate whether the governance model affects student achievement, exploiting administrative records on primary school-age students and using a grandfathering instrument for attending a converted school. We find that students in academy chains have higher end-of-primary school test scores. Effects are stronger for disadvantaged students. Survey data suggest that chains favor management changes, whereas standalone academies make changes related to educational practices.
Keywords: autonomous schools; school governance; school performance (search for similar items in EconPapers)
JEL-codes: I20 I21 I28 (search for similar items in EconPapers)
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