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Academy schools and pupil outcomes

Author

Listed:
  • Andrew Eyles
  • Stephen Machin

Abstract

Nearly two thirds of secondary schools in England now have academy status. Andrew Eyles and Stephen Machin are tracking the impact of this unprecedented educational reform on pupil outcomes - in both the first wave of 'sponsored' academies introduced by Labour and the coalition's wider programme of 'converter' schools.

Suggested Citation

  • Andrew Eyles & Stephen Machin, 2015. "Academy schools and pupil outcomes," CentrePiece - The magazine for economic performance 452, Centre for Economic Performance, LSE.
    • Handle: RePEc:cep:cepcnp:452
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    File URL: https://cep.lse.ac.uk/pubs/download/cp452.pdf
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    Cited by:

    1. Pierre Lefebvre & Philip Merrigan, 2022. "Why Subsidize Independent Schools? Estimating the Effect of a Unique Canadian Schooling Model on Educational Attainment," Mathematics, MDPI, vol. 10(4), pages 1-22, February.
    2. Catherine Haeck & Pierre Lefebvre, 2020. "Pandemic School Closures May Increase Inequality in Test Scores," Canadian Public Policy, University of Toronto Press, vol. 46(S1), pages 82-87, July.
    3. Catherine Haeck & Pierre Lefebvre, 2020. "The Evolution of Cognitive Skills Inequalities by Socioeconomic Status across Canada," Working Papers 20-04, Research Group on Human Capital, University of Quebec in Montreal's School of Management.

    More about this item

    Keywords

    academies; pupil intake; pupil performance;
    All these keywords.

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