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The Evaluation of English Education Policies

Author

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  • Machin, Stephen
  • McNally, Sandra

Abstract

Educational inequalities are evident even before children start school. Those connected to disadvantage widen out as children progress through the education system and into the labour market. We document various forms of educational inequality. We then review available evidence for England about the impact of school-level policies on achievement and their potential for reducing the socio-economic gap. We discuss evaluation evidence under four main themes: school resources; market incentives; school autonomy; and pedagogical approaches.

Suggested Citation

  • Machin, Stephen & McNally, Sandra, 2012. "The Evaluation of English Education Policies," National Institute Economic Review, National Institute of Economic and Social Research, vol. 219, pages 15-25, January.
    • Handle: RePEc:cup:nierev:v:219:y:2012:i::p:r15-r25_12
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    Cited by:

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    2. Nicholas Crafts, 2013. "Returning to Growth: Policy Lessons from History," Fiscal Studies, Institute for Fiscal Studies, vol. 34(2), pages 255-282, June.
    3. Machin, Stephen & Wyness, Gill & McNally, Sandra, 2013. "Education in a devolved Scotland: a quantitative analysis," LSE Research Online Documents on Economics 57971, London School of Economics and Political Science, LSE Library.
    4. Steve Bradley & Giuseppe Migali, 2014. "The Effects of the Specialist Schools Education Policy on School and Post-School Outcomes in England," LABOUR, CEIS, vol. 28(4), pages 449-465, December.

    More about this item

    JEL classification:

    • I2 - Health, Education, and Welfare - - Education

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