UCL  IRIS
Institutional Research Information Service
UCL Logo
Please report any queries concerning the funding data grouped in the sections named "Externally Awarded" or "Internally Disbursed" (shown on the profile page) to your Research Finance Administrator. Your can find your Research Finance Administrator at http://www.ucl.ac.uk/finance/research/post_award/post_award_contacts.php by entering your department
Please report any queries concerning the student data shown on the profile page to:

Email: portico-services@ucl.ac.uk

Help Desk: http://www.ucl.ac.uk/ras/portico/helpdesk
Publication Detail
Multi-academy Trusts: do they make a difference to pupil outcomes?
Abstract
This report is published as a supplement to the main project research report, Hierarchy, Markets and Networks: Analysing the ‘self-improving school-led system’ agenda in England and the implications for schools. The main project report analyses how schools in England have interpreted and begun to respond to the government’s ‘self-improving school-led system’ (SISS) policy agenda, an overarching narrative for schools policy since 2010 that encompasses an ensemble of reforms including academies, multi-academy trusts (MATs) and teaching school alliances (TSAs). The statistical analysis of MAT impact on pupil attainment and progress set out in this supplementary report is the first published analysis to compare schools in MATs over a three-year period with standalone academies and maintained schools with similar characteristics and levels of prior pupil attainment. The analysis set out here uses 2013–15 attainment data and 2016 data on the composition of MATs. Our finding in this paper that there is no positive impact from MAT status overall is largely consistent with other recent studies (Hutchings and Francis, 2017; Andrews, 2019). Where this report provides significant new evidence is in terms of MAT size, as we show that pupils in small and mid-sized MATs tend to perform better, on average, than their peers in comparable maintained schools in both phases and, in the primary phase, than comparable standalone academies. Conversely, secondary school pupils in larger MATs (with 16+ schools) tend to do worse compared to those in both standalone academies and maintained schools. These findings suggest that the economic drive for MAT growth promoted in contemporary policy may well be in tension with an educational argument for smaller groupings of schools.
Publication data is maintained in RPS. Visit https://rps.ucl.ac.uk
 More search options
UCL Researchers
Author
IOE - Learning & Leadership
University College London - Gower Street - London - WC1E 6BT Tel:+44 (0)20 7679 2000

© UCL 1999–2011

Search by