|This centre is a member of The LSE Research Laboratory [RLAB]: CASE | CEE | CEP | FMG | SERC | STICERD||Cookies?|
Paper No' CEPCP404: | Full paper
Save Reference as: BibTeX File | EndNote Import File
Keywords: education, school resources, government policy, pupil premium, education funding, inequality, OECD
Is hard copy/paper copy available? YES - Paper Copy Still In Print.
This Paper is published under the following series: CentrePiece Magazine
Share this page: Google Bookmarks | Facebook | Twitter
Abstract:Increases in resources for schools are typically more effective in disadvantaged schools and for disadvantaged pupils. That is one of the many findings of a review by Steve Gibbons and Sandra McNally of the research evidence on the causal effects of schools’ resources on pupil outcomes. In addition to assessing whether increasing the share of Britain’s national income devoted to education would make much of a difference, they ask what is the ideal balance of spending between early years, primary and secondary education. They conclude that there is no compelling case to support a transfer of resources from later stages of education to early years: early years investment may offer higher returns, but the returns erode unless topped up during later phases of childhood.
CentrePiece 18 (2) Autumn2013 pages: 18-21
This article summarises ‘The Effects of Resources Across School Phases: A Summary of Recent Evidence’ by Steve Gibbons and Sandra McNally, CEP Discussion Paper No. 1226, June 2013
Copyright © CEE & LSE 2003 - 2018 | LSE, Houghton Street, London WC2A 2AE | Tel: +44(0)20 7955 7673 | Email: firstname.lastname@example.org | Site updated 23 January 2018