The Pupil Premium and Policy Transfer in English Standalone and System Leader Multi-Academy Trust Academies

Autor/in	Yaghi, Basma B.
Titel	The Pupil Premium and Policy Transfer in English Standalone and System Leader Multi-Academy Trust Academies
Quelle	In: Research Papers in Education, 38 (2023) 2, S.276-303 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yaghi, Basma B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2021.1961298
Schlagwörter	Foreign Countries; Funding Formulas; Disadvantaged Youth; Elementary Schools; Governing Boards; Policy Formation; Charter Schools; Public Schools; Private Schools; Achievement Gap; Low Income Students; Comparative Analysis; Educational Attainment; Educational Finance; Educational Policy; Institutional Characteristics; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Funding; Finanzierung; Benachteiligter Jugendlicher; Elementary school; Grundschule; Volksschule; Governing body; Governing bodies; Leitungsgremium; Politische Betätigung; Charter school; Charter-Schule; Public school; Öffentliche Schule; Private school; Privatschule; Bildungsabschluss; Bildungsgut; Bildungsfonds; Politics of education; Bildungspolitik
Abstract	As England attempts to close educational attainment gaps faced by socioeconomically disadvantaged children using Pupil Premium funding, no attention is given to how different types of academies do so, nor to policy transfer's role in informing policies for disadvantaged pupils. Employing a qualitative comparative case study methodology with semi-structured interviews and documentary analysis, this research compares five primary standalone academies with five system leader multi-academy trust academies. It finds all academies support disadvantaged children with academic, pastoral and extracurricular provision. This is justified by voluntary and coercive policy transfer extending across space and time, in addition to evidence-based policies and school-specific needs prioritised to varying degrees across academy types. Overall, system leader multi-academy trust academies' structure and composition facilitate policy transfer through horizontal and vertical spread of successful practices compared to standalone academies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01