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ERIC Number: EJ1160166
Record Type: Journal
Publication Date: 2015-Sep
Pages: 17
Abstractor: As Provided
ISSN: EISSN-1474-8479
The Impact of Accountability Reforms on the Key Stage 4 Curriculum: How Have Changes to School and College Performance Tables Affected Pupil Access to Qualifications and Subjects in Secondary Schools in England?
Parameshwaran, Meenakshi; Thomson, Dave
London Review of Education, v13 n2 p157-173 Sep 2015
The Conservative-Liberal Democrat Coalition Government's reforms to secondary school Performance Tables have changed how schools make decisions about the subjects and qualifications entered by their pupils. The National Pupil Database is used to explore these changes between 2005 and 2014. We find that schools are responding to accountability reforms by changing access to subjects and qualifications for pupils: entry rates for English Baccalaureate qualifications have increased, while those for qualifications no longer counted as a result of the Coalition's response to the Wolf Review have decreased. However, reforms have not yet led to equal access to subjects and qualifications for all pupils.
UCL IOE Press. UCL Institute of Education, University of London, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7911-5565; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A