| Title: |
Free to Improve? The Impact of Free School Attendance in England. Discussion Paper No. 1946 |
| Language: |
English |
| Authors: |
Marco Bertoni; Gabriel Heller-Sahlgren; Olmo Silva; London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) |
| Source: |
Centre for Economic Performance. 2023. |
| Availability: |
Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk |
| Peer Reviewed: |
N |
| Page Count: |
72 |
| Publication Date: |
2023 |
| Document Type: |
Reports - Research |
| Education Level: |
Secondary Education |
| Descriptors: |
Influences; Institutional Autonomy; Secondary Schools; Free Schools; School Effectiveness; Conventional Instruction; Educational Philosophy; Attendance |
| ISSN: |
2042-2695 |
| Abstract: |
We investigate the impact of attending a free school in England -- that is, a new start-up school that enjoys considerable autonomy while remaining in the state sector. We analyse the effects of two secondary free schools with different teaching philosophies: one follows a 'no excuse' paradigm, while the other one adopts a 'classical liberal', knowledge-rich approach. We establish causal effects exploiting admission lotteries and a distance-based regression discontinuity design. Both schools have a strong positive impact on student test scores on average. However, we also find heterogeneous effects: the 'no excuse' school mostly benefits boys, while the 'classical liberal' school mainly benefits White British and non-poor students. Both schools similarly reduce student absences and school mobility. Peer quality, teacher characteristics, and inspectorate ratings cannot fully explain the schools' effectiveness. Instead, a quantitative text analysis of the schools' 'vision and ethos' statements shows that the 'no excuse' and 'classical liberal' philosophies adopted by the two free schools clearly set them apart from the counterfactual schools where rejected applicants enrol, and likely explain their heterogeneous effects. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
ED641134 |
| Database: |
ERIC |