Academy schools under Labour combated disadvantage and increased pupil achievement: the coalition’s new policy may exacerbate existing inequalities

With the recent accusation that Michael Gove has been sending ‘mixed messages’ over academy schools, it is clear that the policy is still very controversial. Stephen Machin and James Vernoit take a step back and compare the academy schools created by Labour with the new ‘coalition academies’ that have either opened this autumn or applied for academy status since May, and finds the latter are likely to reinforce advantage and exacerbate existing inequalitie

Changing School Autonomy: Academy Schools and their Introduction to England's Education

In this paper, we study a high profile case - the introduction of academy schools into the English secondary school sector - that has allowed schools to gain more autonomy and flexible governance by changing their school structure. We consider the impact of an academy school conversion on their pupil intake and pupil performance and possible external effects working through changes in the pupil intake and pupil performance of neighbouring schools. These lines of enquiry are considered over the school years 2001-02 to 2008-09. We bypass the selection bias inherent in previous evaluations of academy schools by comparing the outcomes of interest in academy schools to a specific group of comparison schools, namely those state-maintained schools that go on to become academies after our sample period ends. This approach allows us to produce a well-balanced treatment and control group. Our results suggest that moving to a more autonomous school structure through academy conversion generates a significant improvement in the quality of their pupil intake and a significant improvement in pupil performance. We also find significant external effects on the pupil intake and the pupil performance of neighbouring schools. All of these results are strongest for the schools that have been academies for longer and for those who experienced the largest increase in their school autonomy. In essence, the results paint a (relatively) positive picture of the academy schools that were introduced by the Labour government of 1997-2010. The caveat is that such benefits have, at least for the schools we consider, taken a while to materialise.Academies, pupil intake, pupil performance

Academy schools: who benefits?

Stephen Machin and James Vernoit argue there has been a U-turn in academy schools policy under the new governmenteducation, academy schools, schools, academies

What predicts a successful life? A life-course model of well-being

Policy makers who care about well‐being need a recursive model of how adult life‐satisfaction is predicted by childhood influences, acting both directly and (indirectly) through adult circumstances. We estimate such a model using the British Cohort Study (1970). We show that the most powerful childhood predictor of adult life‐satisfaction is the child's emotional health, followed by the child's conduct. The least powerful predictor is the child's intellectual development. This may have implications for educational policy. Among adult circumstances, family income accounts for only 0.5% of the variance of life‐satisfaction. Mental and physical health are much more important

Barbarians at the British Museum: Anglo-Saxon Art, Race and Religion

A critical historiographical overview of art historical approaches to early medieval material culture, with a focus on the British Museum collections and their connections to religion

The transferable scars: a longitudinal evidence of psychological impact of past parental unemployment on adolescents in the United Kingdom

Using a longitudinal data of British youths, this paper explores the consequences of past parental unemployment on the current happiness and self-esteem of the children. We find that a past unemployment spell of the father has important consequences for their children and leads to them having both lower subjective well-being and self-confidence. In addition, this paper also presents evidence that both subjective well-being and self-confidence responds differently to maternal unemployment compared to paternal unemployment. In our final table, we show changes in adolescents’ well-being and self-esteem predicts educational attainments at 16. Together these findings offer new evidence of unemployment scarring on children’s livelihood

A note on academy school policy

The Academies programme set up under the Labour government, beginning in 2002, has so far given Academy status to 203 English secondary schools. These schools were more significantly disadvantaged in terms of pre-Academy GCSE attainment, free school meal, special educational needs and ethnic minority status. The new coalition government has written to all headteachers asking if they are interested in Academy status, to which 1560 schools have responded positively. Schools that have expressed an interest, contrary to the current Academies, are characterised by having a more advantaged pupil population (lower free school meal, special educational needs and ethnic minority status) and superior GCSE attainment. If it follows the expression of interest route to awarding Academy status to schools, the new coalition government's policy on Academy Schools is not, like the previous government's policy, targeted on schools with more disadvantaged pupils. The serious worry that follows is that this will exacerbate already existing educational inequalities

Parental unemployment and children's happiness: a longitudinal study of young people's well-being in unemployed households

Using a unique longitudinal data of British youths we estimate how adolescents' overall happiness is related to parents' exposure to unemployment. Our within-child estimates suggest that parental job loss when the child was relatively young has a positive influence on children's overall happiness. However, this positive association became either strongly negative or statistically insignificant as the child grew older. The estimated effects of parental job loss on children's happiness also appear to be unrelated to its effect on family income, parent-child interaction, and children's school experience. Together these findings offer new psychological evidence of unemployment effects on children's livelihood