Academies 2: the new batch - the changing nature of academy schools in England
Academies 2: the new batch - the changing nature of academy schools in England
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学院2：新一批——英格兰学院性质的变化
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Olmo Silva
中科院分区：
文献类型：
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作者：
Andrew Eyles;S. Machin;Olmo Silva
英国的教育体系通过引入专科学校进行了大规模的重组。这些学校最显著的特点是，尽管仍然是国有部门的一部分，但它们比它们所取代的前辈拥有更多的自主权。在不同政府的主持下，学院学校的引进经历了两个不同的时期。第一批是由当时的工党政府在2002/03学年发起的，是一个直接旨在扭转表现不佳的学校的学校改善计划。第二批涉及2010年5月政府更迭和当年的《学院法》之后的大规模重新认证过程，这导致新学院的异质性增加。本文通过对这两批引进的比较，旨在更好地理解它们的异同，以及它们对教育政策的重要性。要做到这一点，我们研究什么类型的学校更有可能改变学院的地位，在这两个方案，以及这种变化对新的学生入学到新类型的学校的质量的影响。虽然我们确实指出了一些相似之处，但这些都是例外，而不是规范。在大多数情况下，我们的分析揭示了两个方案之间的一些显着的不同之处，无论是在成为学院的学校的特点和学生的变化，发生转换后。
The English education system has undergone large-scale restructuring through the introduction of academy schools. The most salient feature of these schools is that, despite remaining part of the state sector, they operate with more autonomy than the predecessors they replaced. Two distinct time periods of academy school introduction have taken place, under the auspices of different governments. The first batch was initiated in the 2002/03 school year by the Labour government of the time, and was a school improvement programme directly aimed at turning around badly performing schools. The second batch involved a mass academisation process following the change of government in May 2010 and the Academies Act of that year, which resulted in increased heterogeneity of new academies. This paper compares the two batches of introduction with the aim of getting a better understanding of their similarities and differences, and their importance for education policy. To do so, we study what types of schools were more likely to change to academy status in the two programmes, and the impact of this change on the quality of new pupil enrolments into the new types of school. Whilst we do point out some similarities, these are the exception rather than the norm. For the most part, our analysis reveals a number of marked dissimilarities between the two programmes, in terms of both the characteristics of schools that become academies and the changes in pupil intakes that occurred post-conversion.