ERIC Number: ED464200
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Specialist Schools in England: Track Record and Future Prospect. Measuring Markets: The Case of the ERA 1988. Occasional Paper.
Gorard, Stephen; Taylor, Chris
This paper examines the impact of England's specialist school program on secondary school admissions, discussing the early impact of policies intended to create specialist schools on school composition. Specialist schools are given extra resources to develop best practices in one of four areas of expertise: arts, technology, sports, and language. It outlines the debate surrounding specialist schools, noting whether this program could lead to a two-tier education system. It also presents research on specialist schools and on the changing composition of secondary school admissions. After noting findings on school diversity, the paper considers the development of the specialist school program in terms of its growing significance, forms of specialties being introduced, and the geography of the program. It identifies program impact on the socioeconomic composition of all English specialist schools and considers the impact on school admissions for a sample of local education authorities. The paper concludes that it is difficult to assess the advantages and disadvantages of increasing the proportion of specialist schools in England and that there is no easy answer to the issue of the relative costs/benefits of specialist schools. It suggests that schools that are selected, are their own admissions authorities, or are specialist tend to have increased socioeconomic segregation in school admissions. (Contains 11 figures and 21 references.) (SM)
Descriptors: Access to Education, Admission Criteria, Admission (School), Diversity (Student), Educational Discrimination, Equal Education, Foreign Countries, Secondary Education, Socioeconomic Status
For full text: http://www.cardiff.ac.uk/socsi/markets.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Economic and Social Research Council, Lancaster (England).
Authoring Institution: Cardiff Univ. (Wales). School of Social Sciences.
Identifiers - Location: United Kingdom (England)