Funding, School Specialization, and Test Scores: An Evaluation of the Specialist Schools Policy Using Matching Models
We evaluate the causal association between the specialist schools policy, a UK reform that has increased funding and encouraged secondary school specialization in particular subjects, and pupils' test score outcomes. Using the National Pupil Database, we estimate difference-in-difference matching models. We find a small, positive, and statistically significant causal effect on test scores at age 16. Pupils from poorer social backgrounds benefited more than pupils from richer backgrounds; pupils from ethnic minority backgrounds benefited less. We disentangle the funding effect from a specialization effect, which yields a relatively large proportionate improvement in test scores in particular subjects.
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- Aakvik, Arild, 2001.
" Bounding a Matching Estimator: The Case of a Norwegian Training Program,"
Oxford Bulletin of Economics and Statistics,
Department of Economics, University of Oxford, vol. 63(1), pages 115-143, February.
- Aakvik, A., 1999. "Bounding a Marching Estimator: the Case of a Norwegian Training Program," Norway; Department of Economics, University of Bergen 0499, Department of Economics, University of Bergen.
- Aakvik, A., 2001. "Bounding a Matching Estimator: The Case of a Norwegian Training Program," Norway; Department of Economics, University of Bergen 222, Department of Economics, University of Bergen.
- Petra E. Todd & Kenneth I. Wolpin, 2003. "On The Specification and Estimation of The Production Function for Cognitive Achievement," Economic Journal, Royal Economic Society, vol. 113(485), pages 3-33, February.
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- Stephen Machin & Sandra McNally & Costas Meghir, 2004. "Improving Pupil Performance in English Secondary Schools: Excellence in Cities," Journal of the European Economic Association, MIT Press, vol. 2(2-3), pages 396-405, 04/05. Full references (including those not matched with items on IDEAS)
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