Exploring pupil segregation between specialist and non‐specialist schools

Exley, Sonia

doi:10.1080/03054980902989948

Cited by 11 publications

(9 citation statements)

References 18 publications

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“…Few previous studies have developed statistical models to investigate and predict school choice for specialty schools using rank-ordered models. Previous studies employed descriptive statistics (Archbald, 2004;Goldring & Haussman, 1999;Hausman & Goldring, 2000;Zimmerman & Vaughan, 2013), binary logit regressions (Kelleher, Smyth, & McEldowney, 2016), linear regressions (Davis, 2014;Exley, 2009;Henig, 1990), and other logit models (Burgess et al, 2014;Dixon & Humble, 2017;Glazerman, 1998;Lee Lauen, 2009). Compared with standard widely used methods, such as CLM and MNL, ROL models generate smaller standard errors and hence greater accuracy in the estimations.…”

Section: Discussionmentioning

confidence: 99%

Parental preferences in the choice for a specialty school

Prieto

Agüero-Valverde

Zarrate-Cardenas

et al. 2018

Journal of School Choice

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Choosing a specialty school involves huge challenges for families. This research aims to understand the behavioral process that leads families to choose among various specialty school programs. Discrete choice models, based on revealed preferences data from middle school applications in a large school district in Florida, are estimated using both, the top and all-ranked alternatives. This study returns insights into geographic settings, theme specialties and socioeconomic characteristics of applicants, schools and their relationships. Distance from home, the school's academic quality, the school's theme specialty, and the high percentage of applicant's own race are found to be the strongest factors related to the decision to apply.

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Section: Discussionmentioning

confidence: 99%

Parental preferences in the choice for a specialty school

Prieto

Agüero-Valverde

Zarrate-Cardenas

et al. 2018

Journal of School Choice

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“…This commission recommended that such practices be eradicated through school-to-school collaboration as the way to improve achievement for all. Norwich and Black (2015) show that some authors argue that the development of a variety of school types reduces diversity in the student population within each school type and heralding the arrival of a two-tier system based on socio-economic boundaries (Taylor et al, 2005;Exley, 2009). Wilson (2011) compared 33 schools which became Academies after 2003 over an 11 year period with non-Academy schools between 1997 and 2007 (before the more recent acceleration of academisation).…”

Section: Recent Researchmentioning

confidence: 99%

Academisation of Schools in England and Placements of Pupils With Special Educational Needs: An Analysis of Trends, 2011–2017

et al. 2019

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This paper aims to examine the changes in school composition in England from 2011 to 2017 by school type and school phase; the speed of academisation by region; and the changes in the proportions of pupils with special educational needs (SEN) at SEN Support and EHC Plan levels overall. We analyse publicly available school level data from the National Pupil Database (NPD) to document two simultaneous trends in English education between 2011 and 2017. First, we observe an increasing percentage of the schools that have become Academies, especially in the secondary mainstream sector, but also among primary schools, special schools and pupil referral units. Second, we document a decreasing percentage of pupils who were classified as having SEN. While the decrease happened across all types of schools, it was particularly steep in Sponsored Academies. This evidence does not necessarily imply that the academisation of English schools has had a negative effect on the inclusion of pupils with SEN. However, the findings have significance to provide the basis for a more in-depth analysis of these trends and the causal effects of academisation involving individual and school level analyses. They can also inform national and local policy review of how pupils are identified as having SEN and in the context of international moves toward greater inclusive education.

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“…However, the initial Labour academy programme also reflected a third social inclusion policy aim, of engendering a more inclusive and mixed‐ability background of students in academy schools. Despite this, some authors suggest that school specialisation and the development of a variety of school types actually leads to less diversity in the student population within each school type, and heralds the arrival of a new two‐tier system based on socio‐economic boundaries (Exley, ; Taylor, Fitz & Gorard, ). Wilson () conducted a study of this third aim by comparing 33 schools which became academies after 2003 over an 11‐year period compared to non‐academy schools between 1997 and 2007.…”

Section: Introductionmentioning

confidence: 99%

The placement of secondary school students withStatements of special educational needs in the more diversified system ofEnglish secondary schooling

Norwich¹,

Black²

2015

British J Special Edu

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This article examines the pattern of placement of students with significant special educational needs at Statement and School Action Plus levels in English secondary schools, comparing sponsored and converter academies, maintained schools and the newly created free schools, studio schools and university technical colleges for 2013 and 2014. The analysis shows a clear pattern of differences: converter academies (which are governed by their own governing body) had significantly lower proportions of students with significant special educational needs overall than maintained (those remaining under local authority management) and sponsored academies (those considered to be weak/failing schools forced to become academies with outside sponsors that oversee the schools). There was a similar pattern of findings for most areas of special educational needs, except visual impairment and autistic spectrum disorder. The pattern of placement of students with Statements in the newly created free schools also showed that some free schools have unusually high proportions of students with special educational needs. These findings are discussed in terms of the bs_bs_banner PLACEMENT OF SECONDARY SCHOOL STUDENTS increasing stratification of English secondary schools and the potential of small secondary schools to be more inclusive.

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Exploring pupil segregation between specialist and non‐specialist schools

Cited by 11 publications

References 18 publications

Parental preferences in the choice for a specialty school

Parental preferences in the choice for a specialty school

Academisation of Schools in England and Placements of Pupils With Special Educational Needs: An Analysis of Trends, 2011–2017

The placement of secondary school students withStatements of special educational needs in the more diversified system ofEnglish secondary schooling

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