By Ron Glatter
This quantity presents a different perception into present knowing of quite a number matters valuable to any research and evaluate of market-like structures in education, together with: * variety and hierarchy among faculties * Parental standards for selecting colleges * The differential influence on advantaged and deprived households * nationwide and foreign diversifications in academic rules * ideas and practices bearing on university admissions Implications for destiny learn and for academic coverage are highlighted and the ultimate bankruptcy offers an outline of key topics and concerns. This e-book will curiosity all these considering academic coverage, researchers, scholars, headteachers and different senior managers in colleges.
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Extra info for Choice and Diversity in Schooling: Perspectives and Prospects (Educational Management Series)
DIVERSITY, DIFFERENTIATION AND HIERARCHY 13 For Braelands, as a characteristically distinctive and successful school with a good reputation, there is no perceived need or incentive to differentiate. In 1993 the previous headteacher unsuccessfully proposed that the school should opt out of LEA control. The major reason given was financial, although it was also seen that GM status could enhance the school’s existing image as an academic institution. A major reason for the proposal’s rejection was the fear that having gone grant-maintained the school might then introduce some form of academic selection and become a de facto grammar.
The grammar school in Marshampton is, if anything, drawing from a narrower élite. There seems to be some scope for schools around the middle of the ‘pecking order’ to take steps at least to reduce the gap with the leaders—both Thurcleigh Hill (Marshampton) and Newcrest (Northern Heights) have had some success in doing this. The remaining schools in those two areas are faced with significant barriers to transforming their position in the local hierarchy (Bagley et al. 1996b). Our parental data suggest that, in terms of the main factors influencing school preference, parents varied most in the importance they attached to academic features: those parents who preferred schools which stress academic aspects tended themselves to express a high concern for these.
In 1993–4 for example, they ranged from £3,300 to £8,400 for day pupils at the secondary stage and from £6,900 to £11,400 for boarders. What do those paying them believe they are buying? From inside the sector, they are seen as buying ‘high academic standards, high expectations of children, a firm disciplinary framework, and smaller class sizes’ (Independent Schools Information Service 1994). That is a more academically inclined answer than would have been given in the past. The attractions of social exclusiveness, and the consequent opportunities to acquire polish and useful acquaintances, remain important.