The expansion of the academies programme has been one of the biggest changes to the English education system in a generation, with 3.4 million children now taught in either a sponsored or a converter academy. To help inform discussion about the performance of academies and their impact on educational outcomes, The Education Policy Institute (EPI) has published a new report. The report brings together research conducted in 2016 by the London School of Economics and the EPI on the performance of different types of academies as well as that of Multi-Academy Trusts.
Overall, the report finds that the expansion of the academies programme has had little impact on education outcomes. For the earlier sponsored academies, which opened between 2002 and 2010, a positive effect equivalent to one grade higher per pupil in each of five GCSE subjects was found. Modest improvement was found in post-2010 convertor academies, although smaller than the effects of the pre-2010 sponsored academies. Schools that were rated as “outstanding” prior to converting to academy status between 2010 and 2014 showed improvement of around one grade higher per pupil in two GCSE subjects on average. However, there was no evidence of improvement for “good” and “satisfactory” schools that converted to academy status.
Source: The impact of academies on educational outcomes (July 2017), Education Policy Institute