Funding, School Specialization, and Test Scores: An Evaluation of the Specialist Schools Policy Using Matching Models
We evaluate the causal association between the specialist schools policy, a UK reform that has increased funding and encouraged secondary school specialization in particular subjects, and pupils' test score outcomes. Using the National Pupil Database, we estimate difference-in-difference matching models. We find a small, positive, and statistically significant causal effect on test scores at age 16. Pupils from poorer social backgrounds benefited more than pupils from richer backgrounds; pupils from ethnic minority backgrounds benefited less. We disentangle the funding effect from a specialization effect, which yields a relatively large proportionate improvement in test scores in particular subjects.
Year of publication: |
2013
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Authors: | Bradley, Steve ; Migali, Giuseppe ; Taylor, Jim |
Published in: |
Journal of Human Capital. - University of Chicago Press. - Vol. 7.2013, 1, p. 76-76
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Publisher: |
University of Chicago Press |
Saved in:
Online Resource
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