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The Comparative Evaluation of GCSE Value-Added Performance by Type of School and LEA

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  • David Jesson

Abstract

Diversity in the provision of the key public service of secondary education through different types of school is a feature of the English educational system. Much of this diversity has emanated from the distinctively different roles which Local Education Authorities have played in the development of the type of schooling for their areas. The 1944 Education Act described the resultant educational system as a ‘national service locally delivered’. However, one aspect of this diversity, the continuing existence of grammar schools selecting an ‘able’ minority of pupils, remains a contested issue. Whereas over ninety percent of secondary age pupils are educated in ‘comprehensive’ schools, a few areas have retained selection of ‘more able’ pupils for grammar school education - along with its concomitant allocation of the others to secondary modern schools.Selective grammar schools have typically been given a high ranking in published league tables of schools’ examination results, a fact which has led to claims that these schools offer the best education for pupils. The emergence of statistical techniques making more sophisticated comparisons between such schools and others has been the motivation of the present paper. It compares the performance of able pupils in grammar and other types of school using value-added techniques on a pupil-level basis using recently available national datasets. In addition it considers the performance of ‘selective systems’ of educational provision for all the pupils in selective areas , compared with what occurs in fully comprehensive systems of educational provision. The paper finds no evidence for the superiority of either grammar schools nor selective systems of educational provision; indeed any advantages appear to lie with those schools and systems organised on non-selective lines.

Suggested Citation

  • David Jesson, "undated". "The Comparative Evaluation of GCSE Value-Added Performance by Type of School and LEA," Discussion Papers 00/52, Department of Economics, University of York.
  • Handle: RePEc:yor:yorken:00/52
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    File URL: https://www.york.ac.uk/media/economics/documents/discussionpapers/2000/0052.pdf
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    Cited by:

    1. Adele Atkinson & Paul Gregg & Brendon McConnell, 2006. "The Result of 11 Plus Selection: An Investigation into Opportunities and Outcomes for Pupils in Selective LEAs," The Centre for Market and Public Organisation 06/150, Department of Economics, University of Bristol, UK.
    2. W. Alexander & Alfred Haug & Mohammad Jaforullah, 2010. "A two-stage double-bootstrap data envelopment analysis of efficiency differences of New Zealand secondary schools," Journal of Productivity Analysis, Springer, vol. 34(2), pages 99-110, October.
    3. Manning, Alan & Pischke, Jörn-Steffen, 2006. "Comprehensive versus Selective Schooling in England in Wales: What Do We Know?," IZA Discussion Papers 2072, Institute for the Study of Labor (IZA).
    4. Burgess, Simon & Dickson, Matt & Macmillan, Lindsey, 2014. "Selective Schooling Systems Increase Inequality," IZA Discussion Papers 8505, Institute for the Study of Labor (IZA).
    5. Galindo-Rueda, Fernando & Vignoles, Anna, 2004. "The Heterogeneous Effect of Selection in Secondary Schools: Understanding the Changing Role of Ability," IZA Discussion Papers 1245, Institute for the Study of Labor (IZA).
    6. Andrew M. Jones & Nigel Rice & Pedro Rosa Dias, 2011. "Long-Term Effects of School Quality on Health and Lifestyle: Evidence from Comprehensive Schooling Reforms in England," Journal of Human Capital, University of Chicago Press, vol. 5(3), pages 342-376.
    7. repec:eee:jhecon:v:57:y:2018:i:c:p:1-14 is not listed on IDEAS
    8. Andrew Jones & John Roemer & Pedro Rosa Dias, 2014. "Equalising opportunities in health through educational policy," Social Choice and Welfare, Springer;The Society for Social Choice and Welfare, vol. 43(3), pages 521-545, October.
    9. Anirban Basu & Andrew M. Jones & Pedro Rosa Dias, 2014. "The Roles of Cognitive and Non-Cognitive Skills in Moderating the Effects of Mixed-Ability Schools on Long-Term Health," NBER Working Papers 20811, National Bureau of Economic Research, Inc.

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