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ERIC Number: ED502413
Record Type: Non-Journal
Publication Date: 2006-Aug
Pages: 42
Abstractor: ERIC
Reference Count: 9
ISBN: ISBN-1-9053-1431-0
ISSN: N/A
Admissions: Who Goes Where? Messages from the Statistics. LGA Research Report 4/06
Chamberlain, Tamsin; Rutt, Simon; Fletcher-Campbell, Felicity
National Foundation for Educational Research
The purpose of this study was to investigate the extent to which school populations reflect the profile of the local communities in which they are located, to support the development of policy and debate around school admissions and parental choice. The investigation also aimed to examine the effect that one school's intake has on another local school, by comparing the proportion of pupils eligible for free school meals (FSM) admitted to schools situated within the same communities. Findings include: (1) Some voluntary-aided schools appear to admit lower proportions of pupils eligible for free school meals (FSM) than the proportions living within the local communities, even when compensating for the fact that such schools may serve a larger geographical area; (2) Academy schools appeared to be admitting higher proportions of pupils with lower key stage 2 (KS2) ability and eligible for FSM compared to the proportions living within the community; (3) Pupils of black and ethnic minority (BEM) origins appear to attend schools outside of their local communities more than schools within their local communities; and (4) When there are two community schools serving the same postcode area, there are occurrences where there are differences in the proportions of pupils eligible for FSM in the two schools. Although the differences are highlighted, the study could not provide reasons for the differences. In order to investigate the reasons for the highlighted differences, it is suggested that further qualitative research be conducted to examine: (1) Whether particular characteristics are associated with families making successful and unsuccessful applications for places at particular schools; (2) Whether particular characteristics are associated with families' preferences for particular schools; (3) Reasons why voluntary-aided schools admit pupils from a wider geographical area; and the admissions criteria used for selection at this level; (4) Reasons why voluntary-aided schools tend to admit lower proportions of pupils eligible for FSM, with special educational needs (SEN) and with lower KS2 ability than the proportions within and outside of the local communities; (5) Reasons why pupils of BEM origin appeared to attend schools outside their local communities; (6) Characteristics of particular local authority admissions policies to investigate how these link to the overall representativeness of school intakes; and (7) Situations that lead to some community schools and some voluntary-aided schools admitting lower proportions of pupils from disadvantaged backgrounds than might be expected. Two appendixes include: (1) Admissions of Pupils with Particular Characteristics to Different Types of Schools and Split by Type of Area; and (2) Primary Schools within Each Local Authority that Fall Outside the Specifically Defined Parameters. (Contains 4 footnotes and 17 tables.) [This report was published in the Local Government Association (LGA) Educational Research Programme series,]
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
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Foundation for Educational Research
Identifiers - Location: United Kingdom (England)