Balance of evidence  finds  Academies have only small beneficial effects on pupil performance


The latest research from Stephen Machin and Olma Silva from the Centre for Economic Performance asks two basic  questions – does school autonomy work? And does it offer scope to improve the lot of disadvantaged students ie those  in the lower tail of the education distribution? Their conclusion is probably not, or at least not in England . They write ‘ Whilst there is a paucity of robust and coherent evidence to draw upon, it does not seem  unreasonable to say that, on balance, the evidence that does exist at best shows only small beneficial  effects on overall pupil performance and very little consistent evidence of improvements for tail  students.’

They find little evidence that academies up to 2009, helped pupils in the bottom 10% and 20% of the ability distribution. Furthermore, they find little  evidence that late converters (2008 and 2009) had any beneficial effects on pupils of any  ability. The authors conclude their research by comparing the experience of UK academies to that of  US charter schools and Swedish free schools, and by providing some insights into the reasons  why UK academies did not serve ‘the tail’ as is the case for some US charter schools.(the implication here is that charter schools because they have a  performance contract ( ie the charter) are held more directly accountable for performance than are  academy schools)

In conclusion the authors say ‘ it may be that in the longer run the best academies will flourish and spread their  practices across the education market in a tide that lifts all boats and so raises the achievement of  pupils of all abilities. However, in order to guarantee that these more autonomous institutions can  make a difference for the tail, new ‘rules of the game’ should be designed to make sure that schools  have incentives to focus on the most disadvantaged student and, at the same time, are held  accountable for their improvements.’

School Structure, School Autonomy  and the Tail Stephen Machin and Olmo Silva-Centre for Economic Performance- March 2013

Note. The new Pupil Premium is supposed to provide an incentive for schools  to target the  most disadvantaged pupils and to close the achievement gap ,although the challenge is to use this  extra money on interventions that work. One reliable source tells me that technology companies are seeking to persuade schools that the Pupil Premium is best invested in new computers and  education software, although I can find no evidence to  back the  claim that computers improve the performance of the most disadvantaged pupils.Tackling the long tail of underachievers  remains the biggest challenge  in education. One hopes and trusts that Ofsted will  keep a close eye on how schools  use these  extra funds.


Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s