Education Policy in England

Johnson, Paul

doi:10.1093/oxrep/grh010

Cited by 12 publications

(3 citation statements)

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“…By 2011, 82 percent of 15‐year‐olds achieved 5 A*‐C GCSE. This shift came from particularly strong improvement in low‐performing schools, and those with high levels of free or reduced school meal pupils (FSM) (in the top 25 percent nationally) and followed from an increase in central intervention in failing schools, increased inspection and target setting, as well as increased spending through the 2000s (Johnson, ).…”

Section: Education In Englandmentioning

confidence: 99%

Schools and Attitudes Toward Economic Equality

Gingrich¹

2019

Policy Stud J

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Do policies that shape equality in schools have effects on the type of society and polity that the citizens educated in them want? This paper examines this question by analyzing variation in the English schooling experiences using the British Cohort Study and British Panel Study. It shows that the social environment of schooling affects adults’ attitudes to fairness and Conservative vote choice, but that policies targeting these social environments have weak effects. The paper theorizes that actual policy feedback in education is often limited, because the effects of policies on school experiences are mediated by the behaviors of other actors on the ground.

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Section: Education In Englandmentioning

confidence: 99%

Schools and Attitudes Toward Economic Equality

Gingrich¹

2019

Policy Stud J

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“…Furthermore, of the 103 students in the 2004 cohort attaining the benchmark grades, only 57% of girls and 54% of boys progressed on to SFC (a similar proportion to that found in other years). This is surprising, since research shows that, despite some attempts to achieve parity of esteem between academic and vocational courses, it is generally the case that most of those qualified to take the academic route do so (Delorenzi and Robinson, 2005;Edwards et al, 1997;Johnson, 2004). As Conlon (2002) points out, the vocational route``has broadly been characterised as being for the benefit of those who have not achieved in the academic component of the National Curriculum'' (page 1).…”

Section: Context: a North East Case Studymentioning

confidence: 99%

Decisions and Transitions: Meeting the Needs of the ‘Knowledge Economy’

Warrington¹

2008

Environ Plann C Gov Policy

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Governments worldwide have focused attention on improving educational attainment in order to meet the labour demands of the knowledge economy. I explore decisions taken concerning further and higher education among seventy-one students from a highly successful comprehensive school in North East England, and argue that the postulated links between attainment, higher education, and secure well-paid employment are more complicated than policy documents suggest. Instead, I argue for a greater understanding among policy makers of the specificity of place and of the impact of relative differences in economic, social, and cultural capital.

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“…Our unique database enables us to examine departmental performance across a number of years during a period when the extension of parental choice and publication of school performance tables was increasing intra-school competition (Johnson 2004). We are thus able to examine whether departmental effects are stable over time.…”

Section: Introductionmentioning

confidence: 99%

Increasing within‐school competition: a case for department level performance indicators?

Telhaj

Adnett

Davies

et al. 2009

Research Papers in Education

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The authors investigate the size and stability of departmental effects in English secondary schooling during a period in which extensions to parental choice and annual publication of school performance tables had significantly increased competitive pressures on schools. Their database of nearly 450 English secondary schools enables them to investigate departments in terms of both their unadjusted and value-added average students' performance in national examinations. They are interested in the nature of within-school competition and concentrate upon two subjects, geography and history, which were optional subjects in each of these schools. In general, they find that relative departmental performance varies significantly over time and that few departments manage to persistently out-perform the other subject in their school. They conclude that given the instability of relative departmental performance, publication of department-level performance indicators is unlikely to generate strong incentives for departments to raise their effort and effectiveness.

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Education Policy in England

Cited by 12 publications

References 0 publications

Schools and Attitudes Toward Economic Equality

Schools and Attitudes Toward Economic Equality

Decisions and Transitions: Meeting the Needs of the ‘Knowledge Economy’

Increasing within‐school competition: a case for department level performance indicators?

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