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School autonomy and educational inclusion of children with special needs: Evidence from England

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  • Liu, Yi
  • Bessudnov, Alexey
  • Black, Alison
  • Norwich, Brahm

Abstract

In the past few decades, several countries have introduced reforms aimed at increasing school autonomy. We evaluate the effect of the introduction of autonomous academies, in secondary education in England, on the educational trajectories of children with special educational needs. This has been done using longitudinal data on all schoolchildren in state schools in England, from the National Pupil Database. The results show that the effects of school autonomy on educational inclusion depend on schools’ previous performance and socio-economic composition. Poorly performing schools that obtained autonomy under the control of an external sponsor were more likely to decrease the proportion of pupils with special needs and remove additional support for them. We compare these results with the previous studies of charter schools in the USA.

Suggested Citation

  • Liu, Yi & Bessudnov, Alexey & Black, Alison & Norwich, Brahm, 2019. "School autonomy and educational inclusion of children with special needs: Evidence from England," SocArXiv y7z56_v1, Center for Open Science.
    • Handle: RePEc:osf:socarx:y7z56_v1
    DOI: 10.31219/osf.io/y7z56_v1
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