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Funding, School Specialization, and Test Scores: An Evaluation of the Specialist Schools Policy Using Matching Models

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  • Steve Bradley
  • Giuseppe Migali
  • Jim Taylor

Abstract

We evaluate the causal association between the specialist schools policy, a UK reform that has increased funding and encouraged secondary school specialization in particular subjects, and pupils' test score outcomes. Using the National Pupil Database, we estimate difference-in-difference matching models. We find a small, positive, and statistically significant causal effect on test scores at age 16. Pupils from poorer social backgrounds benefited more than pupils from richer backgrounds; pupils from ethnic minority backgrounds benefited less. We disentangle the funding effect from a specialization effect, which yields a relatively large proportionate improvement in test scores in particular subjects.

Suggested Citation

  • Steve Bradley & Giuseppe Migali & Jim Taylor, 2013. "Funding, School Specialization, and Test Scores: An Evaluation of the Specialist Schools Policy Using Matching Models," Journal of Human Capital, University of Chicago Press, vol. 7(1), pages 76-106.
    • Handle: RePEc:ucp:jhucap:doi:10.1086/669203
    DOI: 10.1086/669203
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    Cited by:

    1. María Jesús Mancebón & Domingo P. Ximénez-de-Embún & Mauro Mediavilla & José María Gómez-Sancho, 2019. "Does the educational management model matter? New evidence from a quasiexperimental approach," Empirical Economics, Springer, vol. 56(1), pages 107-135, January.
    2. Steve Bradley & Giuseppe Migali, 2014. "The Effects of the Specialist Schools Education Policy on School and Post-School Outcomes in England," LABOUR, CEIS, vol. 28(4), pages 449-465, December.

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