Academies and Maintained Schools: What Do We Know? Election Factsheet

Autor/inn/en	Gee, Geoff; Worth, Jack; Sims, David
Institution	Full Fact (England); National Foundation for Educational Research (NFER) (England)
Titel	Academies and Maintained Schools: What Do We Know? Election Factsheet
Quelle	(2015), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Finance; Career Academies; School Effectiveness; Institutional Characteristics; Grades (Scholastic); High Achievement; Underachievement; Educational Improvement; Evidence; Institutional Autonomy; Accountability; Comparative Analysis; Program Length; Achievement Gains; Elementary Secondary Education; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsfonds; Berufsakademie; Schuleffizienz; Notenspiegel; Performance deficiency; Leistungsschwäche; Teaching improvement; Unterrichtsentwicklung; Evidenz; Institutionelle Autonomie; Verantwortung; Achievement gain; Leistungssteigerung; Ausland
Abstract	This election factsheet highlights the following points: (1) Academies receive their funding directly from the government, rather than through local authorities like other state funded schools; (2) There are two types: converter academies (those previously with "good" or "outstanding" Ofsted grades that have converted to academy status) and sponsored academies (mostly underperforming schools converting to academy status and run by sponsors); (3) Comparing the most recent Ofsted grade of each type of school, converter academies are the most likely to be good and outstanding while sponsored academies are more likely than maintained schools to be graded requires improvement or inadequate. But this is to be expected as converters were high performing, and sponsored low performing, to begin with; and (4) School performance in sponsored secondary academies increased more quickly than in similar schools. The improvement was greatest in schools that had been academies for the longest, implying that the effect of academy status has a gradual impact on improving performance. There's little evidence available which looks at primaries. Types of primary and secondary schools in England including academies by Multi-Academy Trust, open academies, academies in development (March 2015), and academies' Ofsted performance are discussed herein. (ERIC).
Anmerkungen	National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01