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Student access to the curriculum in an age of performativity and accountability: an examination of policy enactment.
- Source :
-
Research Papers in Education . Apr2020, Vol. 35 Issue 2, p228-248. 21p. - Publication Year :
- 2020
-
Abstract
- The curriculum is often the target of reform and governments use a range of accountability measures to ensure compliance. This paper examines the decisions schools in England make regarding history provision, in a period of curriculum change, and the potential consequences of these decisions. Drawing on a large, longitudinal data set, of primary and secondary material, the study examines the relationship between the number of students entered for public examination in history in England and a range of situated and material factors. The data suggest that particular measures of accountability are effective in shaping school decision-making, but the type of school, socio-economic nature of the school intake, and students' prior attainment are also important factors in understanding the decisions made. This does result in an inequitable access to history education; this inequity exists between different types of schools and socio-economic areas, and is also evident within schools where students with low prior attainment are less likely to be allowed to study history. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 02671522
- Volume :
- 35
- Issue :
- 2
- Database :
- Academic Search Index
- Journal :
- Research Papers in Education
- Publication Type :
- Academic Journal
- Accession number :
- 141935495
- Full Text :
- https://doi.org/10.1080/02671522.2019.1568528