Secondary modern schools: are their pupils disadvantaged?

There are still 10 English local educational authorities (LEAs) that are wholly selective and a further 10 with some grammar and secondary modern schools. This article examines the academic performance of pupils in secondary modern schools and the funding of these schools using national data sets ma...

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Bibliographic Details
Published in:British educational research journal 2007-04, Vol.33 (2), p.155-178
Main Authors: Levaçić, Rosalind, Marsh, Alan J.
Format: Article
Language:English
Subjects:
Academic Achievement
Arithmetic mean
Budget deficits
Comparative analysis
Cost estimates
Disadvantaged schools
Education systems
Educational evaluation
Educationally Disadvantaged
Elementary education
England
English language
Expenditure per Student
Financial Problems
Financial Support
Foreign Countries
Free schools
Funding
Grammar
Level of education
Public finance
Quality of education
Resource Allocation
School Districts
School finance
Secondary education
Secondary School Students
Secondary Schools
Segregation
Selective Admission
Social stratification
Student Transportation
Students
United Kingdom
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Summary:There are still 10 English local educational authorities (LEAs) that are wholly selective and a further 10 with some grammar and secondary modern schools. This article examines the academic performance of pupils in secondary modern schools and the funding of these schools using national data sets matching pupils' performance at Key Stage 2 and General Certificate of Education (GCSE) as well as data on funding from Section 52 statements. Students in secondary modern schools gained one less grade on average than equivalent students in comprehensive schools while grammar school pupils obtained five grades more. After taking account of the cost factors and grant entitlements that influence funding per pupil, secondary modern schools in the years 2000/01-2002/03 were funded around £80 less per pupil while grammar school pupils received over £100 more per pupil compared to comprehensive schools. Secondary modern schools were more likely to be in financial deficit than comprehensive and particularly grammar schools. Thus, students are academically disadvantaged by attending secondary modern schools, which in most selective LEAs do not receive sufficient additional funding to offset the depressing effects on attainment of the increased social segregation arising from a selective system.
ISSN:0141-1926
1469-3518
DOI:10.1080/01411920701208209