Autonomous Schools and Strategic Pupil Exclusion
Autonomous Schools and Strategic Pupil Exclusion
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自治学校和战略性学生排斥
作者：
S. Machin;M. Sandi
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表现不佳学生的战略性排斥。英格兰的学院学校引进经历了两个阶段——第一个阶段是在21世纪初，针对表现不佳的学校实施学校改进计划，第二个阶段是从2010年开始针对表现较好的学校实施大规模学术计划。总的来说，学院的辍学率更高，早期课程的辍学率要高得多。然而，更高的排除率并没有成为操纵考试成绩的一种手段，而是反映了2010年以前的院校执行的严格纪律。
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.