Working Paper Series,
Research Institute of Industrial Economics

Abstract: We investigate the impact of attending a free school in England – that is, a new start-up school that enjoys considerable autonomy while remaining in the state sector. We analyse the effects of two secondary free schools with different teaching philosophies: one follows a ‘no excuse’ paradigm, while the other one adopts a ‘classical liberal’, knowledge-rich approach. We establish causal effects exploiting admission lotteries and a distance-based regression discontinuity design. Both schools have a strong positive impact on student test scores on average. However, we also find heterogeneous effects: the ‘no excuse’ school mostly benefits boys, while the ‘classical liberal’ school mainly benefits White British and non-poor students. Both schools similarly reduce student absences and school mobility. Peer quality, teacher characteristics, and inspectorate ratings cannot fully explain the schools’ effectiveness. Instead, a quantitative text analysis of the schools’ ‘vision and ethos’ statements shows that the ‘no excuse’ and ‘classical liberal’ philosophies adopted by the two free schools clearly set them apart from the counterfactual schools where rejected applicants enrol, and likely explain their heterogeneous effects.

Keywords: School autonomy; Quasi-markets; Free schools; Achievement

JEL-codes: I21; I24; I28

Language: English

69 pages, October 30, 2023

Full text files

wp1476.pdf  Full text

Download statistics

• Research Institute of Industrial Economics
• Ordering Working Papers
• Home page for this series

Questions (including download problems) about the papers in this series should be directed to Elisabeth Gustafsson ()
Report other problems with accessing this service to Sune Karlsson ().

This page generated on 2024-02-05 17:12:21.