The Comparative Evaluation of GCSE Value-Added Performance by Type of School and LEA
AbstractDiversity in the provision of the key public service of secondary education through different types of school is a feature of the English educational system. Much of this diversity has emanated from the distinctively different roles which Local Education Authorities have played in the development of the type of schooling for their areas. The 1944 Education Act described the resultant educational system as a ‘national service locally delivered’. However, one aspect of this diversity, the continuing existence of grammar schools selecting an ‘able’ minority of pupils, remains a contested issue. Whereas over ninety percent of secondary age pupils are educated in ‘comprehensive’ schools, a few areas have retained selection of ‘more able’ pupils for grammar school education - along with its concomitant allocation of the others to secondary modern schools.Selective grammar schools have typically been given a high ranking in published league tables of schools’ examination results, a fact which has led to claims that these schools offer the best education for pupils. The emergence of statistical techniques making more sophisticated comparisons between such schools and others has been the motivation of the present paper. It compares the performance of able pupils in grammar and other types of school using value-added techniques on a pupil-level basis using recently available national datasets. In addition it considers the performance of ‘selective systems’ of educational provision for all the pupils in selective areas , compared with what occurs in fully comprehensive systems of educational provision. The paper finds no evidence for the superiority of either grammar schools nor selective systems of educational provision; indeed any advantages appear to lie with those schools and systems organised on non-selective lines.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoPaper provided by Department of Economics, University of York in its series Discussion Papers with number 00/52.
Date of creation:
Date of revision:
Contact details of provider:
Postal: Department of Economics and Related Studies, University of York, York, YO10 5DD, United Kingdom
Phone: (0)1904 323776
Fax: (0)1904 323759
Web page: http://www.york.ac.uk/economics/
More information through EDIRC
This paper has been announced in the following NEP Reports:
- NEP-ALL-2001-01-21 (All new papers)
You can help add them by filling out this form.
CitEc Project, subscribe to its RSS feed for this item.
- Fernando Galindo-Rueda & Anna Vignoles, 2005.
"The Heterogeneous Effect of Selection in Secondary Schools: Understanding the Changing Role of Ability,"
CEE Discussion Papers
0052, Centre for the Economics of Education, LSE.
- Galindo-Rueda, Fernando & Vignoles, Anna, 2004. "The Heterogeneous Effect of Selection in Secondary Schools: Understanding the Changing Role of Ability," IZA Discussion Papers 1245, Institute for the Study of Labor (IZA).
- Jörn-Steffen Pischke & Alan Manning, 2006.
"Comprehensive versus Selective Schooling in England in Wales: What Do We Know?,"
NBER Working Papers
12176, National Bureau of Economic Research, Inc.
- Manning, Alan & Pischke, Jörn-Steffen, 2006. "Comprehensive versus Selective Schooling in England and Wales: What Do We Know?," CEPR Discussion Papers 5653, C.E.P.R. Discussion Papers.
- Manning, Alan & Pischke, Jörn-Steffen, 2006. "Comprehensive versus Selective Schooling in England in Wales: What Do We Know?," IZA Discussion Papers 2072, Institute for the Study of Labor (IZA).
- Alan Manning & Jörn-Steffen Pischke, 2006. "Comprehensive Versus Selective Schooling in England and Wales: What Do We Know?," CEE Discussion Papers 0066, Centre for the Economics of Education, LSE.
- W. Alexander & Alfred Haug & Mohammad Jaforullah, 2010.
"A two-stage double-bootstrap data envelopment analysis of efficiency differences of New Zealand secondary schools,"
Journal of Productivity Analysis,
Springer, vol. 34(2), pages 99-110, October.
- W Robert J Alexander & Alfred A. Haug & Mohammad Jaforullah, 2007. "A two-stage double-bootstrap data envelopment analysis of efficiency differences of New Zealand secondary schools," Working Papers 0714, University of Otago, Department of Economics, revised Nov 2007.
- Adele Atkinson & Paul Gregg & Brendon McConnell, 2006. "The Result of 11 Plus Selection: An Investigation into Opportunities and Outcomes for Pupils in Selective LEAs," The Centre for Market and Public Organisation 06/150, Department of Economics, University of Bristol, UK.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Paul Hodgson).
If references are entirely missing, you can add them using this form.