Autonomous Schools and Strategic Pupil Exclusion

IF 3.8 2区经济学 Q1 ECONOMICS

Economic Journal Pub Date : 2018-01-25 DOI:10.1093/EJ/UEZ041

S. Machin, M. Sandi

引用次数: 9

Abstract

This article studies whether pupil performance gains in autonomous schools in England can be attributed to the strategic exclusion of poorly performing pupils. England has had two phases of academy school introduction—the first, in the 2000s, being a school improvement programme for poorly performing schools and the second a mass academisation programme from 2010 for better-performing schools. Overall, exclusion rates are higher in academies, with the earlier programme featuring much higher rates of exclusion. However, rather than functioning as a means of test score manipulation, the higher exclusion rate reflects the rigorous discipline enforced by the pre-2010 academies.

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自治学校与战略性排斥学生

本文研究了英国自治学校学生成绩的提高是否可以归因于对成绩不佳学生的战略性排斥。英格兰有两个阶段的学院学校引入——第一个阶段是在21世纪初，为表现不佳的学校实施的学校改进计划，第二个阶段是从2010年开始为表现较好的学校实施大规模学院化计划。总体而言，学院的排斥率更高，早期课程的排斥率要高得多。然而，较高的排斥率并不是操纵考试成绩的一种手段，而是反映了2010年前学院执行的严格纪律。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Economic Journal ECONOMICS-

CiteScore

6.60

自引率

3.10%

发文量

期刊介绍： The Economic Journal is the Royal Economic Society''s flagship title, and is one of the founding journals of modern economics. Over the past 125 years the journal has provided a platform for high quality and imaginative economic research, earning a worldwide reputation excellence as a general journal publishing papers in all fields of economics for a broad international readership. It is invaluable to anyone with an active interest in economic issues and is a key source for professional economists in higher education, business, government and the financial sector who want to keep abreast of current thinking in economics.