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The English Baccalaureate: how not to measure school performance

  • J Taylor

This paper challenges the view held by the UK Government that the introduction of the English Baccalaureate will lead to an improvement in educational outcomes in secondary education. Evidence is presented to show that this new qualification is biased against disadvantaged pupils from low-income families, pupils with special needs, and pupils who have little inclination to study a foreign language. Furthermore, the English Baccalaureate is deeply flawed when used as a school performance indicator and should not be included in the School Performance Tables.

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Paper provided by Lancaster University Management School, Economics Department in its series Working Papers with number 616395.

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Date of creation: 2011
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Handle: RePEc:lan:wpaper:616395
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