The distributional impact of increased school resources: the Specialist Schools Initiative and the Excellence in Cities Programme
This paper estimates the impact of the Specialist Schools initiative and the Excellence in Cities programme on the attainment of secondary school pupils in England. The focus is on their relative impact across gender and ethnic groups. Using pupil-level data, we find that both policies have had positive effects on test score gain but that these effects vary substantially between boys and girls and across ethnic groups. Both policies have been more effective for boys than for girls. The Excellence in Cities programme is estimated have had a positive impact on the test score gain of ethnic minority pupils but not for whites, who have benefited only from the Specialist Schools initiative. The greatest impact is estimated to have occurred for schools which have had specialist and EiC status simultaneously.
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- Stephen Machin & Sandra McNally & Costas Meghir, 2010.
"Resources and Standards in Urban Schools,"
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- Stephen Machin & Sandra McNally & Costas Meghir, 2007. "Resources and Standards in Urban Schools," CEE Discussion Papers 0076, Centre for the Economics of Education, LSE.
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06/05, Department of Economics, University of York.
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"The Production of Cognitive Achievement in Children: Home, School and Racial Test Score Gaps,"
PIER Working Paper Archive
04-019, Penn Institute for Economic Research, Department of Economics, University of Pennsylvania.
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- Steve Bradley & Jim Taylor, 2010. "Diversity, Choice and the Quasi-market: An Empirical Analysis of Secondary Education Policy in England," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 72(1), pages 1-26, 02.
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"The Failure of Input-based Schooling Policies,"
NBER Working Papers
9040, National Bureau of Economic Research, Inc.
- 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 F3-F33, February.
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- Steve Bradley & Jim Taylor, 2004. "Ethnicity, educational attainment and the transition from school," Manchester School, University of Manchester, vol. 72(3), pages 317-346, 06.
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