Allen Rebecca (2010). Does school autonomy improve educational outcomes ? Judging the performance of foundation secondary schools in England. London : Institute of Education, University of London, nÂ° 1002.
Added by: orey (13 Feb 2013 15:42:23 Europe/Paris)
|Resource type: Report/Documentation
BibTeX citation key: Allen2010
Subcategories: apprentissages des mathĂ©matiques
Keywords: Angleterre, autonomie institutionnelle, dĂ©centralisation
Publisher: Institute of Education, University of London (London)
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Government and researchers use school performance measures such as contextual value-added to claim that giving schools autonomy from local authority control produces superior pupil performance in GCSE exami- nations. This paper explores the extent to which inferring causality between autonomy and pupil achievement is reasonable given that pupils are not ran- domly assigned to schools and schools do not randomly acquire autonomous status. Rich administrative data and the Longitudinal Survey of Young Peo- ple in England are used to evaluate whether CVA-style inferences are con- founded by pupil characteristics that explain both the chances of attending an autonomous school and academic achievement. The assignment of grant- maintained (and thus now foundation) status through a vote of parents is used to compare school that just did, and just did not, gain autonomy over a decade ago. These alternative estimation strategies suggest there is little evidence that foundation status casually yields superior school performance.
Added by: orey