Long-Run Trends in School Spending in England

Belfield, Chris; Sibieta, Luke

doi:10.1920/re.ifs.2016.0115

Cited by 3 publications

(2 citation statements)

References 15 publications

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“…The reservation of such wealth to the already privileged is made worse by sequential cuts in state school funding, which fell by 9% per student in real terms between 2009-10 and 2019-20 -the biggest fall in over 40 years (Sibieta, 2020). A report by the Institute for Fiscal Studies (Sibieta 2021) showed that private schools now spend roughly 90% more per pupil than state school; a funding gap which had doubled between 2003-04 and 2020-21.…”

Section: Concluding Observationsmentioning

confidence: 99%

How Capital generates capitals in English elite private schools: Charities, tax and accounting

James

Boden

Kenway

2022

British Journal of Sociology of Education

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The sociological literature on elite private schooling is frequently informed by Bourdieu's signature concepts of cultural, social and symbolic capital. Yet, his insistence that economic capital is the 'root' of these other capitals is often overlooked or downplayed. This paper addresses this lacuna. While it gestures to Bourdieu's other capitals, its primary focus is on finance itself and the various legal and accounting regimes that facilitate schools' financial capital acquisition, accumulation and conversion into other individual and organisational capitals. We interrogate these schools' income-generating and spending strategies on fees, infrastructure and scholarships, explicating how charity law, tax regimes, and accounting rules work to their advantage. In so doing we demonstrate how ambiguous law and accounting regimes enable them to produce exclusivity through pricing and luxury infrastructure. In short, we show how elite private schools in England keep fees high, scholarships low and luxury pervasive.

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Section: Concluding Observationsmentioning

confidence: 99%

How Capital generates capitals in English elite private schools: Charities, tax and accounting

James

Boden

Kenway

2022

British Journal of Sociology of Education

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“…Given the cuts in public investment in education, for some LEAs to receive adequate funds based on pupil and school factors, others would have to face reduced investment in their schools. This created political tension, as the NFF was perceived as creating new 'winners ' and 'losers' among LEAs (BELFIELD;SIBIETA, 2016). It was not until the financial year 2018-19 that the NFF began to guide the allocation of education resources.…”

mentioning

confidence: 99%

Financiamento de escolas públicas na Inglaterra: descrevendo o modelo e as tendências recentes sobre o tema

Quibao,

Mallett

2023

fineduca

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Este artigo descreve aspectos do financiamento da educação obrigatória na Inglaterra. A primeira parte traça um panorama das políticas educacionais do país que orientaram as mudanças no financiamento escolar. A segunda parte esclarece as etapas e idades da escolaridade obrigatória no país e apresenta o crescimento das matrículas em cada tipo de escola. Além disso, o trabalho explora as fórmulas de financiamento nacional (NFF) e seus fatores atuais e alocação orçamentária. Por fim, o artigo apresenta dados de gastos oficiais por tipo de escola e o gasto médio por aluno na Inglaterra. Os dados mostram que houve um aumento da matrícula obrigatória no ensino público desde 2015, pressionando os custos da educação. Além disso, houve uma pulverização de tipos de escolas no país, resultando em diferentes bolsas por aluno e um fluxo significativo de recursos públicos para atores privados. Ademais, os gastos públicos com educação diminuíram na maior parte da década de 2010, representando um aperto substancial nos recursos escolares e nos salários dos professores. Apesar das promessas do governo de cumprir os níveis orçamentários de 2010, isso ainda não foi visto.

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The influence of private primary schooling on children's learning: Evidence from three generations of children living in the UK

Parsons¹,

Green²,

Ploubidis³

et al. 2017

British Educational Res J

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Much has been made of the academic success of children who have attended private secondary schools in Britain, but far less attention has been directed to whether there are similar benefits from attending a private primary school. Using data from three British birth cohorts—born in 1958, 1970 and 2000/1—this paper profiles the family background and personal characteristics of children at state‐funded and private fee‐paying schools and then investigates the effect of the type of primary school attended on academic progress made during the primary‐school years. Applying ‘value‐added’ linear regression and propensity score‐matching techniques, we find evidence of a positive association between private primary‐school attendance and a child's cognitive progress in all three cohorts. This effect remains after accounting for a wide range of individual and family characteristics, despite the very different times and socio‐economic circumstances experienced by the children and their families in the three studies. Findings are discussed and compared against contrasting international findings.

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Long-Run Trends in School Spending in England

Cited by 3 publications

References 15 publications

How Capital generates capitals in English elite private schools: Charities, tax and accounting

How Capital generates capitals in English elite private schools: Charities, tax and accounting

Financiamento de escolas públicas na Inglaterra: descrevendo o modelo e as tendências recentes sobre o tema

The influence of private primary schooling on children's learning: Evidence from three generations of children living in the UK

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