School Choice in England: Evidence from National Administrative Data

Autor/inn/en	Burgess, Simon; Greaves, Ellen; Vignoles, Anna
Titel	School Choice in England: Evidence from National Administrative Data
Quelle	In: Oxford Review of Education, 45 (2019) 5, S.690-710 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burgess, Simon) ORCID (Greaves, Ellen) ORCID (Vignoles, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2019.1604332
Schlagwörter	Foreign Countries; School Choice; Equal Education; Admission (School); Academic Achievement; Secondary School Students; Secondary Schools; School Location; Educational Environment; Academic Standards; Preferences; Admission Criteria; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Choice of school; Schulwahl; Schulleistung; Sekundarschüler; Sekundarschule; Schulgelände; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung
Abstract	We study school choice in England using a new dataset containing the choices of all parents seeking a school place in state secondary schools. We provide new empirical evidence to inform how the school choice market functions, including the number of choices made, whether the nearest school is the first choice and the probability of an offer from the first choice school. These indicators show that school choice is actively used by many households in England. We use the rich data available to describe how choices vary by pupil, school and neighbourhood characteristics and how school choice is used differently by different groups and in different parts of the country. For the first time, we are able to present national data on how the school choices made by parents vary according to pupils' ethnic group and across urban and rural areas. We show, contrary to some existing literature that has relied on smaller and less representative samples of parents and pupils, that school choices do not vary significantly by social background. We show that parents pro-actively use the choice system and present new evidence on the extent to which the current school admissions criteria that prioritise distance penalise poorer families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01