Multi-academy trusts: do they make a difference to pupil outcomes?: supplementary statistical analysis for the report Hierarchy, markets and networks: analysing the 'self-improving school-led system' agenda in England and the implications for schools

Bernardinelli, Daniele; Rutt, Simon; Greany, Toby; Higham, Rob

All Outputs (5)

The DTC Effect:ESRC Doctoral Training Centres and the UK Social Science Doctoral Training Landscape (2018)
Report
Budd, R., O'Connell, C., Yuan, T., & Ververi, O. (2018). The DTC Effect:ESRC Doctoral Training Centres and the UK Social Science Doctoral Training Landscape. Liverpool Hope University Press

A survey of teachers of mathematics in England’s further education colleges: executive summary: the Mathematics in Further Education Colleges Project (2018)
Report
Noyes, A., Dalby, D., & Lavis, Y. (2018). A survey of teachers of mathematics in England’s further education colleges: executive summary: the Mathematics in Further Education Colleges Project. Nuffield Foundation

A survey of teachers of mathematics in England’s further education colleges: the Mathematics in Further Education Colleges Project: interim report (2018)
Report
Noyes, A., Dalby, D., & Lavis, Y. (2018). A survey of teachers of mathematics in England’s further education colleges: the Mathematics in Further Education Colleges Project: interim report. Nuffield Foundation

Hierarchy, markets and networks: analysing the 'self-improving school-led system' agenda in England and the implications for schools (2018)
Report
Greany, T., & Higham, R. (2018). Hierarchy, markets and networks: analysing the 'self-improving school-led system' agenda in England and the implications for schools. London: Nuffield Foundation and Education Development Trust

This report analyses how schools in England have interpreted and begun to respond to the government’s ‘self-improving school-led system’ (SISS) policy agenda, an overarching narrative for schools policy since 2010 that encompasses an ensemble of refo... Read More about Hierarchy, markets and networks: analysing the 'self-improving school-led system' agenda in England and the implications for schools.

Multi-academy trusts: do they make a difference to pupil outcomes?: supplementary statistical analysis for the report Hierarchy, markets and networks: analysing the 'self-improving school-led system' agenda in England and the implications for schools (2018)
Report
Bernardinelli, D., Rutt, S., Greany, T., & Higham, R. (2018). Multi-academy trusts: do they make a difference to pupil outcomes?: supplementary statistical analysis for the report Hierarchy, markets and networks: analysing the 'self-improving school-led system' agenda in England and the implications for schools. London: Nuffield Foundation and Education Development Trust