-A comprehensive survey among academies within England has established that academies are neither innovating radically themselves, nor drastically fragmenting the schools system.
The report, published by Reform, found that financial and educational autonomy were the two main motivations for conversion to academy status, but schools are not using these freedoms apart from setting their own pay-scales, which is also being done by non-academy schools.
Writing on the CERP blog, Amy Finch,a researcher at Reform, surmises…
One possible explanation for this slow take-up of new freedoms is that national frameworks may prevent academies from making full use of them. The school accountability system, particularly performance measurement at Key Stages 2 and 4, largely determines the content of school curricula.
Academies also report that they are working with other local authority schools to raise standards. The findings show that academies are neither innovating radically themselves, nor drastically fragmenting the schools system – one of the main aims behind the policy initiative.
Click here to read the CERP summary blog of the report, and here to download the PDF version of the report.