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A Guide to the Evidence on Academies

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Title: A Guide to the Evidence on Academies
Language: English
Authors: Sims, D., Grayson, H., Wespieser, K., National Foundation for Educational Research (NFER) (England)
Source: National Foundation for Educational Research. 2015.
Availability: National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
Peer Reviewed: N
Page Count: 18
Publication Date: 2015
Document Type: Guides - Non-Classroom
Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Foreign Countries, Public Policy, Educational Change, Elementary Secondary Education, Educational Attainment, Academic Achievement, Educational Finance, Federal Aid, Charter Schools, Educational Research, Institutional Autonomy, Decision Making, Evidence, Guides, Parent Materials, Surveys, School Effectiveness
Geographic Terms: United Kingdom (England)
ISBN: 978-1-910008-66-9
Abstract: Academic schools are a prominent feature of the educational landscape in England. Introduced in 2002, they are funded directly from central government and have become a major policy driver to reform the school system and increase educational attainment. Academies count for 60 percent of secondary schools and 13 percent of primaries. This report presents the findings from a rapid review of evidence on the performance of academy schools. It is based on 13 key studies which are summarised at the end of this guide. The purpose of the review is to make a contribution to understanding current research on academies with a view to identifiying gaps and drawing conclusions.
Abstractor: ERIC
Entry Date: 2015
Accession Number: ED558718
Database: ERIC
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  Data: A Guide to the Evidence on Academies
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  Data: <searchLink fieldCode="SO" term="%22National+Foundation+for+Educational+Research%22"><i>National Foundation for Educational Research</i></searchLink>. 2015.
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  Data: National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
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  Data: 18
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: Academic schools are a prominent feature of the educational landscape in England. Introduced in 2002, they are funded directly from central government and have become a major policy driver to reform the school system and increase educational attainment. Academies count for 60 percent of secondary schools and 13 percent of primaries. This report presents the findings from a rapid review of evidence on the performance of academy schools. It is based on 13 key studies which are summarised at the end of this guide. The purpose of the review is to make a contribution to understanding current research on academies with a view to identifiying gaps and drawing conclusions.
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      – Text: English
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        PageCount: 18
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Public Policy
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Educational Attainment
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Educational Finance
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      – SubjectFull: Federal Aid
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      – SubjectFull: Charter Schools
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      – SubjectFull: Educational Research
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      – SubjectFull: Institutional Autonomy
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      – SubjectFull: Decision Making
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      – SubjectFull: Evidence
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      – SubjectFull: Guides
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      – SubjectFull: Parent Materials
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      – SubjectFull: Surveys
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      – SubjectFull: School Effectiveness
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      – SubjectFull: United Kingdom (England)
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