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The distributional impact of increased school resources: the Specialist Schools Initiative and the Excellence in Cities Programme

  • J Taylor
  • S Bradley
  • G Migali

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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File URL: http://www.lancaster.ac.uk/media/lancaster-university/content-assets/documents/lums/economics/working-papers/SpecialistSchools.pdf
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Paper provided by Lancaster University Management School, Economics Department in its series Working Papers with number 602528.

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Date of creation: 2009
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Handle: RePEc:lan:wpaper:602528
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  1. Machin, Stephen & McNally, Sandra & Meghir, Costas, 2007. "Resources and Standards in Urban Schools," IZA Discussion Papers 2653, Institute for the Study of Labor (IZA).
  2. 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.
  3. Petra E. Todd & Kenneth I. Wolpin, 2004. "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.
  4. Stephen Machin & Sandra McNally, 2005. "Gender and Student Achievement in English Schools," Oxford Review of Economic Policy, Oxford University Press, vol. 21(3), pages 357-372, Autumn.
  5. 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.
  6. Hanushek, Eric A, 1986. "The Economics of Schooling: Production and Efficiency in Public Schools," Journal of Economic Literature, American Economic Association, vol. 24(3), pages 1141-77, September.
  7. Eric A. Hanushek, 1979. "Conceptual and Empirical Issues in the Estimation of Educational Production Functions," Journal of Human Resources, University of Wisconsin Press, vol. 14(3), pages 351-388.
  8. David Mayston, 2006. "Competition and Resource Effectiveness in Education," Discussion Papers 06/05, Department of Economics, University of York.
  9. Eric A. Hanushek, 2002. "The Failure of Input-based Schooling Policies," NBER Working Papers 9040, National Bureau of Economic Research, Inc.
  10. 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.
  11. Jim Taylor, 2007. "Estimating the Impact of the Specialist Schools Programme on Secondary School Examination Results in England," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 69(4), pages 445-471, 08.
  12. 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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