School Admissions and Accountability

Planning, Choice or Chance?

Mike Feintuck and Roz Stevens

School Admissions and Accountability

Mike Feintuck and Roz Stevens

Distributed for Bristol University Press

207 pages | 6 x 9 | © 2013
Paper $49.95 ISBN: 9781447306221 Published March 2013 For sale in North and South America only
Cloth $120.00 ISBN: 9781447306238 Published March 2013 For sale in North and South America only
The processes for allocating places at secondary schools in England are always controversial. School Admissions and Accountability addresses issues relevant to school admissions over the past sixty years, exploring three primary ways it has been done: planning via local authorities, quasi-market mechanisms, and random allocation. Each approach is assessed on its own terms, but also examined via constitutional and legal analysis. The book shows how repeated failure to identify and pursue specific values for school admissions underlies questions regarding the fairness of the process. Interdisciplinary in approach, it makes the issue of school admissions relevant and accessible to a wide readership in education, social policy, and sociolegal studies.?
List of statutes
List of cases
List of abbreviations
Notes on authors

1. The admissions question
2. The changing policy context
3. The rise and fall of the planning model
4. Admissions in a quasi-market system: policy developments 1988 to 2012
5. The realities of choice and accountability in the quasi-market
6. Admissions by lottery
7. Conclusions

Review Quotes
Sally Tomlinson, University of Oxford

“This timely and original book examines crucial issues surrounding secondary schools admissions policies and the extent to which they are socially just. Admissions policy has become a new battleground in education and the book reviews the legal and political factors and the values underpinning past and current policy. Discussion of issues relating to social justice, and equality of worth, opportunity and outcome lead to a conclusion that the current system continues to produce a hierarchy of successful and less successful schools, which neither increases social mobility nor is socially just.”

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