Evaluating the effectiveness of specialist schools in England

Levačić, Rosalind; Jenkins, Andrew

doi:10.1080/09243450600697267

Cited by 19 publications

(34 citation statements)

References 2 publications

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“…This selectivity into specialist status poses obvious problems for any evaluation. Levacic and Jenkins (2006) conclude that 'Taken overall the superior effects of specialist schools are modest in size, not uniform across specialisms and dependent on the assumption of no selection bias in specialist school recruitment that is not controlled for by the observed pupil data". Other evidence Gorard and Taylor (2001) found that specialist schools have shown a greater tendency to take proportionately fewer children from poor families over time, especially where these schools are also their own admission authorities.…”

Section: Appendix: Policies and Evaluation Evidencementioning

confidence: 95%

“…Some unintended consequences include a focus on 'borderline' pupils (Gillborn and Youdell 2000), and distortions in the curriculum offered to maximise league table performance (Wolf 2011 Levacic and Jenkins (2006) Results Schools applied for specialist status, and, if successful, were awarded additional funding. This selectivity into specialist status poses obvious problems for any evaluation.…”

Section: Appendix: Policies and Evaluation Evidencementioning

confidence: 99%

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Education under New Labour, 1997-2010

Heath¹,

Sullivan²,

Boliver³

et al. 2013

Oxford Review of Economic Policy

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThis article reviews the evidence on New Labour's educational achievements. It focuses on those aspects of policy that Labour itself highlighted in its manifestos, such as the raising of educational standards. A major issue, particularly on the issue of standards, is the methodological weaknesses of the statistics used. No firm conclusion can be drawn on whether standards rose or not: they probably merely kept pace with those in other countries. However Labour clearly put more resources into education than the previous Conservative administrations had done. There is also evidence of increased participation in postcompulsory (16-18) education, and Labour policies probably contributed towards this. There is also evidence of narrowing inequalities in achievement at the end of compulsory schooling. Conversely the introduction of fees for HE do not appear to have made inequalities worse. On balance then education represents a modest success for New Labour although the biggest story is really the over-claiming from both sides about their respective successes and failures and the poor quality and lack of commensurability over time of the statistical data.

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Section: Appendix: Policies and Evaluation Evidencementioning

confidence: 95%

Section: Appendix: Policies and Evaluation Evidencementioning

confidence: 99%

Education under New Labour, 1997-2010

Heath¹,

Sullivan²,

Boliver³

et al. 2013

Oxford Review of Economic Policy

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show abstract

“…Although most specialist schools on average successfully add more value to students than their non-specialist counterparts, they failed to share their expertise with other schools (Levačić and Jenkins, 2006). Adnett and Davies (2003) further alert that most of the specialist school programs reward schools inappropriately, which merely encourage competition but discourage mutually beneficial cooperation between schools.…”

Section: Debates Of Curriculum Specializationmentioning

confidence: 99%

Change and Dilemma of School Feature Development of Three Junior High Schools in the Remote and Rural Areas of Taiwan

Chen¹,

Ho²,

Yang³

2012

IES

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This research is based on qualitative approach and applies in-depth interview with three principals and administrators in three junior high schools located in the remote and rural areas of Taiwan. The aim of this paper was to explore the school feature development process in these three schools. The findings of this study were as follows: most of students' parents in these three remote and rural schools are labors and have relatively lower social and economic status in the Taiwanese society. School education becomes an important way for these students to develop their academic, cultural, and technical competences. Second, most of the students' learning motivation and academic performance were not well, but good at athletics or vocational skill. Besides, most of the features created by the schools would not last due to the un-stabilization and away of teachers, short of financial support, and lack of favor from community. Fourth, an important reason of developing school features of these three schools is out of the competition between the urban schools. The decline of the birth rate in the whole society of Taiwan also facilitates the motivation. Fifth, parents of these three schools do not support students' participation in local cultural or local career related curriculum. Parents would have a high expectation on school education's effects on their children's future competitiveness.

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“…Some research Levačić and Jenkins, 2004;Noden and Schagen, 2002; has used multilevel modelling to quantify the isolated impact that specialist status has on school examination performance. A positive impact has been confirmed, but this impact is markedly more modest than has been suggested in Educational Outcomes.…”

Section: Research On the 'Impact' Of Specialist Schoolsmentioning

confidence: 99%

Exploring pupil segregation between specialist and non‐specialist schools

Exley

2009

Oxford Review of Education

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Evaluating the effectiveness of specialist schools in England

Cited by 19 publications

References 2 publications

Education under New Labour, 1997-2010

Education under New Labour, 1997-2010

Change and Dilemma of School Feature Development of Three Junior High Schools in the Remote and Rural Areas of Taiwan

Exploring pupil segregation between specialist and non‐specialist schools

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