Heterogeneous effects of school autonomy in England

Lorenzo Neri, Elisabetta Pasini

    Research output: Working paperDiscussion paper


    A 2010 education reform gave English schools the option to become academies, autonomous but state-funded schools. Academies can opt for two different models of governance by choosing to remain standalone schools or join an academy chain. We investigate whether the governance model affects student achievement, exploiting administrative records on primary school-age students and using a grandfathering instrument for attending a converted school. We find that students in academy chains have higher end-of-primary school test scores. Effects are stronger for disadvantaged students. Survey data suggest that chains favor management changes, whereas standalone academies make changes related to educational practices.
    Original languageEnglish
    Place of PublicationSt Andrews
    PublisherUniversity of St Andrews
    Number of pages40
    Publication statusPublished - 11 Dec 2020

    Publication series

    Name School of Economics and Finance Discussion Paper
    PublisherUniversity of St Andrews
    ISSN (Print)0962-4031
    ISSN (Electronic)2055-303X


    • Autonomous schools
    • School governance
    • School performance


    Dive into the research topics of 'Heterogeneous effects of school autonomy in England'. Together they form a unique fingerprint.

    Cite this