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Autonomous Schools and Strategic Pupil Exclusion

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  • Stephen Machin
  • Matteo Sandi

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.

Suggested Citation

  • Stephen Machin & Matteo Sandi, 2020. "Autonomous Schools and Strategic Pupil Exclusion," The Economic Journal, Royal Economic Society, vol. 130(625), pages 125-159.
    • Handle: RePEc:oup:econjl:v:130:y:2020:i:625:p:125-159.
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    File URL: http://hdl.handle.net/10.1093/ej/uez041
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    Cited by:

    1. Lorenzo Neri & Elisabetta Pasini, 2020. "Heterogeneous Effects of School Autonomy in England," Discussion Paper Series, School of Economics and Finance 202010, School of Economics and Finance, University of St Andrews.
    2. Garcia-Hombrados, Jorge & Martínez Matute, Marta, 2021. "Specialized Courts and the Reporting of Intimate Partner Violence: Evidence from Spain," IZA Discussion Papers 14936, Institute of Labor Economics (IZA).

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    More about this item

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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