Jon Andrews, et al
This report evaluates the impact academies have had on educational outcomes, using the EPI’s own analysis combined with research undertaken by a team from the London School of Economics.
The principal finding of the report is that academies do not provide an automatic solution to school improvement. The authors argue that there is significant variation in performance at both different types of academies, and multi-academy trusts. They suggest that in the early days of the academy programme additional resources and improved leadership and governance led to a discernible positive impact on pupils’ attainment at sponsored academies. However, this has not been sustained in new academies as the programme expanded following 2010.
The authors argue that, with the exception of outstanding convertor academies, there are no visible, positive impacts on outcomes amongst any other type of academy.
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