Chain Effects 2017: The Impact of Academy Chains on Low-Income Students

Autor/inn/en	Hutchings, Merryn; Francis, Becky
Institution	Sutton Trust (England)
Titel	Chain Effects 2017: The Impact of Academy Chains on Low-Income Students
Quelle	(2017), (78 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Low Income Students; Charter Schools; Secondary Schools; School Effectiveness; Outcomes of Education; Academic Achievement; English; Mathematics Achievement; Disadvantaged Youth; Institutional Characteristics; School Administration; Secondary School Students; Low Achievement; Scores; Exit Examinations; Achievement Gains; Achievement Gap; Elementary School Students; Elementary Schools; Reading Achievement; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Charter school; Charter-Schule; Sekundarschule; Schuleffizienz; Lernleistung; Schulerfolg; Schulleistung; English language; Englisch; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Benachteiligter Jugendlicher; Sekundarschüler; Unterdurchschnittliche Leistung; Final examination; Abschlussprüfung; Achievement gain; Leistungssteigerung; Elementary school; Grundschule; Volksschule; Leseleistung; Großbritannien
Abstract	Successive governments have promoted academy sponsorship as a way to improve the educational achievement of young people from disadvantaged backgrounds. As the academies programme has developed, policymakers have increasingly seen academy chains, and especially multi-academy trusts (MATs) as the best way of working to improve the performance of previously struggling schools and the educational outcomes of their often disadvantaged pupils. This report is based on 2016 exam results. As previously, the main focus is on sponsored secondary academies. However, this year the authors also consider outcomes for disadvantaged pupils in converter and primary academies. The report reviews outcomes for disadvantaged secondary pupils across a range of measures including Progress 8 and Attainment 8, reflecting the changes in accountability at the General Certificate of Secondary Education (GCSE). The authors have compared outcomes with previous years using both new and old measures. One appendix is included. [Foreword by Peter Lampl. To view the 2016 report, see ED592238.] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01