The New Christian Schools: a survey

Poyntz, Colin; Walford, Geoffrey

doi:10.1080/0305569940200109

Cited by 18 publications

(9 citation statements)

References 2 publications

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“…Further, the sponsors have to show that this number is likely to be maintained for a further 15 years after the first five years. These minimum numbers of pupils are now higher than pupil numbers in practically all of the existing new Christian schools in Britain (Poyntz and Walford 1994).…”

Section: The Dutch System In Practicementioning

confidence: 99%

“…The analysis presented here is based upon a larger study of the schools and the campaign which included an interview and postal survey of the 65 schools with links to the Christian Schools Trust (Poyntz and Walford 1994), interviews with key politicians and activists with the Christian Schools Campaign, attendance and non-participant observation at various policy and planning meetings, and the use of documentary data.…”

Section: The 1993 Education Actmentioning

confidence: 99%

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Faith‐based grant‐maintained schools: selective international policy borrowing from the Netherlands

Walford

1995

Journal of Education Policy

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The 1993 Education Act for England and Wales opened the way for faith-based grant-maintained schools. The first applications for the re-establishment of existing private schools as grant-maintained schools have already been considered by the Funding Agency for Schools for England and decisions from the Secretary of State for Education are expected soon. The various individuals and pressure groups that supported this change in policy frequently drew on international comparisons in their claims for the right to establish state supported faith-based schools. In particular, many advocates looked to the situation in the Netherlands where groups of parents or others are able to receive state funding for new private schools on an equal basis to state-provided schools. This paper examines how state funding is obtained in the Netherlands and shows that advocates of faith-based grant-maintained schools in Britain have drawn very selectively on the Dutch situation. There are many elements of the Dutch situation that are in opposition to much of what advocates would desire. In particular, it is shown that recent developments in the Netherlands indicate that the Dutch position might be seen more as a warning to faith-based schools than an example to be emulated.

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Section: The Dutch System In Practicementioning

confidence: 99%

Section: The 1993 Education Actmentioning

confidence: 99%

Faith‐based grant‐maintained schools: selective international policy borrowing from the Netherlands

Walford

1995

Journal of Education Policy

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“…For example, in my early research (Poyntz and Walford, 1994), one headteachers of a private evangelical Christian schools refused to answer a questionnaire, but sent a letter that made his views clear:…”

Section: Not All Schools Seek Fundingmentioning

confidence: 99%

Funding for religious schools in England and the Netherlands. Can the piper call the tune?

Walford¹

2001

Research Papers in Education

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This paper examines the effects of public funding for religious and private schools in the Netherlands and England over the last century or more. These two countries are chosen because both have religious schools which are fully funded by the state and the Netherlands, in particular, is often seen as providing an ideal environment in which private religious schools can ¯ourish. The paper shows that state funding brings disadvantages as well as advantages, for funding has been associated with considerable, yet variable, state control and regulation over such aspects as curriculum, staf® ng, admissions criteria, inspection and governance. At various points in the past both governments have effected powerful shocks to the religious schools that have received funding, and there has also been a gradual increase in regulation ± especially in the last decade. This increase in state regulation and control is such that there are now some religious schools in both countries which do not seek state funding but prefer to remain dependent upon fees. The bene® ts of state funding are seen as being outweighed by the decrease in autonomy that the schools would undergo. A ® nal twist, however, is that private schools not in receipt of state funding have also experienced increased state regulation at both the country and European levels. Furthermore, all schools have also been in¯uenced by the growing public rhetoric of standards' and `league tables' which has brought with it a growing pressure to conform to a narrow version of schooling. Diversity is being replaced by conformity.

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“…According to Deakin (1989) by 1988 the Christian Schools' Trust was in contact with 53 schools. The subsequent development of Christian schools in England and Wales has been chronicled (from the insiders' perspective) by Watson and MacKenzie (1996) and Baker and Freeman (2005) and (from the outsiders' perspective) by Poyntz and Walford (1994) and Walford (1994Walford ( , 1995aWalford ( , 1995bWalford ( , 1995cWalford ( , 2000Walford ( , 2001aWalford ( , 2001bWalford ( , 2001c.…”

Section: -107)mentioning

confidence: 99%

Measuring the Contribution of Independent Christian Secondary Schools to Students' Religious, Personal, and Social Values

Francis

Siôn

Village

2014

Journal of Research on Christian Education

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From the late 1960s independent Christian schools have emerged in England and Wales, initiated either by churches or by parents. Many of these new independent schools are linked through the Christian Schools Trust. The impact that these schools are exerting on their students may be of interest for the churches with which they are associated and of concern for wider society. The political debate concerning these schools has so far been informed by only a small number of empirical studies conducted in England and Wales. The present study extends previous research in three ways. It offers a comparative study by examining the responses of 271 year-nine and year-ten students (13-to 15-years of age) from 11 independent Christian schools with 20,348 students from 93 schools without a religious foundation. It examines a range of religious, social and personal values. It employs multilevel models to identify the contribution made by independent Christian schools after taking into account personal, psychological and contextual differences within the students themselves.We hypothesised that Christian schools were committed to developing distinctly Christian values among their students. The data supported this hypothesis. Even after allowing for differences in the religiosity of the students themselves, attendance at an independent Christian school was associated with higher self-esteem, greater rejection of drug use, lower endorsing of illegal behaviours, lower racism, higher levels of conservative Christian belief, and more conservative views on sexual morality (abortion, contraception, divorce, homosexuality, and sex outside marriage).

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The New Christian Schools: a survey

Cited by 18 publications

References 2 publications

Faith‐based grant‐maintained schools: selective international policy borrowing from the Netherlands

Faith‐based grant‐maintained schools: selective international policy borrowing from the Netherlands

Funding for religious schools in England and the Netherlands. Can the piper call the tune?

Measuring the Contribution of Independent Christian Secondary Schools to Students' Religious, Personal, and Social Values

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