The Joint Evaluation of Multiple Educational Policies: The Case of Specialist Schools and Excellence in Cities Policies in Britain

Autor/inn/en	Bradley, Steve; Migali, Giuseppe
Titel	The Joint Evaluation of Multiple Educational Policies: The Case of Specialist Schools and Excellence in Cities Policies in Britain
Quelle	In: Education Economics, 20 (2012) 3, S.322-342 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2012.678715
Schlagwörter	Educational Objectives; Outcomes of Education; Educational Policy; Educational Change; Policy Analysis; Change Strategies; Foreign Countries; Models; Program Effectiveness; Program Evaluation; Outcome Measures; Academic Achievement; Achievement Gains; Educational Assessment; Educational Indicators; Educational Improvement; Improvement Programs; United Kingdom + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Politics of education; Bildungspolitik; Bildungsreform; Politikfeldanalyse; Lösungsstrategie; Ausland; Analogiemodell; Programme evaluation; Programmevaluation; Schulleistung; Achievement gain; Leistungssteigerung; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Großbritannien
Abstract	Governments frequently introduce education policy reforms to improve the educational outcomes of pupils. These often have simultaneous effects on pupils because they are implemented in the same schools and at the same time. In this paper, we evaluate the relative and multiple overlapping effects of two flagship British educational policies--the Excellence in Cities initiative and the specialist schools policy. We compare the estimates from multi-level cross-sectional and difference-in-differences (DID) matching models. The policy impacts estimated from cross-sectional models are typically positive, quite large and rise over time. The specialist schools policy had a much greater impact on test scores. However, DID matching estimates of the overlapping policies show an increase in GCSE test scores by only 0.5-1 point. We interpret this result as a small causal effect arising from complementarities between the two policies. (Contains 6 tables, 3 figures and 16 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10