This paper, written by strategic partner of the Center on School Turnaround (CST), Julie Corbett, provides research and examples on England's approach to turning around its lowest performing schools. The English education system utilizes private vendors to support chronically low-performing schools and districts. The introduction is followed by…

The structure of the English school system has been the subject of almost continuous change since the late-1980s. The most recent was commenced by the Conservative-Liberal Democrat Coalition government, which was elected in May 2010. This policy set in train, very quickly, processes through which all schools have been encouraged, and in some cases…

In England, governing bodies continue to be responsible for the conduct of publicly funded schools. This article compares the governing of publicly funded primary schools (for 5-11 year olds) and secondary schools (for 11-18 year olds). The research analysed policy documents and the governing of 16 primary and 14 secondary schools. The main…

The governing bodies of publicly funded schools in England are currently facing a number of substantive challenges of various kinds. Many of the challenges are long-standing, while others relate to the current context for governing wrought by recent education policy developments initiated by central government. A number of the challenges are…

Formally the new public management model of governance was introduced into British higher education with the passage of the 1988 Education Reform Act, which abolished the existing University Grants Committee (UGC) and instigated the funding councils. This article explores the relationship between the state, the funding councils and the…

Our purpose is to document convergences and divergences in the mode of institutional regulation of the education systems in five European countries (Belgium, England, France, Hungary and Portugal). On the national level, partially convergent policies create, to varying degrees and with different temporal rhythms, variants of a post-bureaucratic…

In many countries, there have been changes in the way in which education is governed, with greater fragmentation of responsibility between the state, local government, schools, individuals and the market often accompanied by a move from detailed regulation to framework legislation. Previously, these developments have been seen as part of the move…

This overview of the impact of Britain's Education Reform Act on special needs students in colleges of further education focuses on the transfer of power from local education authorities to unelected governing bodies, creation of a market-oriented system, the scope of further education, and creation of a system of financial delegation. (JDD)

The process of the passage of the Education Reform Bill in Great Britain is likely to be long and controversial. The bill is likely to have a major impact on the funding and administration of higher and further education. It is likely that polytechnics and other major institutions now under the control of local authorities will obtain corporate…

The provision for schools to waive local education authority control and become self-governing was the most radical element of Britain's 1988 Education Reform Act. A survey of five opted-out primary schools shows that larger schools succeed better at self-governance because of economies of scale; clustering smaller schools into groups with single…

In an analysis of school reform in Great Britain, this book shows how the landmark Education Reform Act of 1988 (ERA) imposed a radically new framework on British education. This framework is built on the same types of reforms that American activists have been proposing for years: school-based management (SBM), choice, and accountability.…

"Editorial" (Gurnah); "What Should Further Education Be Accountable For?" (Perry); "Women Not for Turning" (Rose); "Rooting Learning" (Yarnit); "Governors Hold the Key" (Searle); "Back on Track" (Miskin, Hartley); "Quality and Quantity in Higher Education" (Mitchell);…

Summarizes a five-month study of a British secondary school governing body to determine whether the 1986 and 1988 education acts' goals were being achieved. One significant research issue was the emerging lay-professional relationship. At present, the school governing body is not fully exercising its powers but is responding to an externally…