NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ865838
Record Type: Journal
Publication Date: 2009-Aug
Pages: 20
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0305-4985
Exploring Pupil Segregation between Specialist and Non-Specialist Schools
Exley, Sonia R.
Oxford Review of Education, v35 n4 p451-470 Aug 2009
One of the most significant developments within English education over the last decade has been the expansion of specialist schools as a means by which to promote diversity and drive improvement. While much research has examined the impact of specialist schools on outcomes such as attainment, little attention has been paid to the schools' demographic compositions or their potential for exacerbating segregation. Gorard and Taylor (2001) reported that specialist schools admitted proportionally fewer children from deprived backgrounds over time. Building on their work, this paper uses data from the Pupil Level Annual School Census and the Index of Multiple Deprivation to examine changing intakes of specialist and non-specialist schools between 2001/2 and 2004/5. Trends in segregation were not significantly associated with the presence or otherwise of specialist status in a school. However, they were significantly associated with foundation status and the presence of strong and/or improving examination results. Such schools drew more "privileged" intakes over time. (Contains 1 figure, 7 tables and 8 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 7; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)