It cannot be assumed that education policy will boost social mobility.
Articles on Grammar schools
Displaying 1 - 20 of 29 articles
There’s no evidence that private schools produce better results than state schools for equivalent pupils.
Grammars have received a £50m funding boost, while at the same time many primary and secondary schools are resorting to Amazon Wish Lists to fund basic supplies.
How the grammar school selection process impacts children’s self-perceptions and view of intelligence.
The apparent success of grammar schools is simply due to pupils coming from more advantaged social backgrounds and already having higher academic attainment at age 11.
The notion of an society organised on merit has held Britain in its sway for decades.
Busting the myths on grammar schools.
New analysis shows access to grammar schools is highly skewed by a child’s socioeconomic status.
Theresa May might believe ‘poorer children do better’ at grammar schools, but she still has a lot to learn about how social inequality impacts education.
Inequality for those left behind is a necessary byproduct of rewarding those who excel.
The reintroduction of grammar schools means that once again schools and headteachers will be required to make sense of contradictory national policies.
The cynic might argue Theresa May wants to endear herself to the electorate, and what could be more convenient than to bring back a policy which resonates strongly with aspiring middle class parents.
Grammar schools are back on the agenda in England, but they are not a go-to education policy for the 21st century.
We need all schools and young people to thrive, not just the select few.
The former PM appears to be distancing himself from the policies of the new government.
Reintroducing selective education will not solve deep economic and social inequalities.
The history of a policy that will not die.
A new study has looked at what happend when grammar schools were made free to all children in the 1940s.
The right is celebrating the potential return of selective schools, but there are major political obstacles to overcome first.
Are grammar schools a force for good in England’s reformed education system?
Top contributors
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Professor of Education and Public Policy, Durham University
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Professor of Economics, University of Bristol
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Reader in Economics, UCL
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Associate Director of the Centre for Performance Evaluation and Resource Management and Honorary Visiting Professor, University of York
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Emerita Professor of Psychology in Education, Department of Psychology and Human Development, UCL
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Lecturer in International Development, King's College London
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Senior Lecturer in Psychology (Education), University of Glasgow
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Associate Lecturer, History, Lancaster University, University of Birmingham
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Professor of International Higher Education, UCL
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Assistant Professor, Economics Department, University of Warwick
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PhD Researcher (Conceptual History of Meritocracy), University of Nottingham
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Reader in Public Policy, University of Bath
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Professor of Epidemiology, University of York
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Director of Education, Wales Institute of Social and Economic Research Data and Method, Cardiff University
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Principal Teaching Fellow, University of Warwick