Parental choice of school is not the answer to social integration

By Nuffield Foundation

Parental choice of school is associated with higher levels of segregation among school children from different socio-economic and ethnic backgrounds, according to a new Nuffield-funded report from researchers at the University of Bristol and Cardiff University.

The research shows that far from encouraging integration and equal opportunity, choice-based systems are associated with higher levels of pupil segregation; potentially leading to schools that are more homogenous in their social composition. This finding is consistent across different school choice systems internationally, which researchers say highlights the need for policymakers to reconsider the effects of school admissions policies.

Professor Deborah Wilson from the University of Bristol and co-author of the study, said: “We already know that children’s school years are a major determinant of their future life chances. The mechanisms by which students are allocated to schools play a fundamental part in determining access to educational opportunities. What our study shows is that school choice, while politically popular, is not the policy instrument by which greater integration of pupils across schools can be achieved.”

Parental choice of school has been part of the education system in England and Wales since 1988 and is similarly well established in countries such as the United States, Chile and across Europe, where choice-based mechanisms are now frequently part of school admissions policies.

The aim of this study was to contribute to the debate on the effects of choice-based admissions mechanisms on pupil allocation and school composition by conducting a systematic, international, cross-disciplinary review.

Researchers mapped the evidence that relates parental exercise of choice to the institutional context in which it takes place (admissions policies), and to the outcomes of that process in terms of the resulting allocation of pupils to schools.

The study found that:

  • School choice is consistently associated with higher levels of segregation of pupils between schools, in different countries and across choice systems that have been in place for different lengths of time.
  • Local factors – such as the social composition of the neighbourhood, the size of the school district and the number of schools in an area – affected how different types of pupils were allocated to different schools.

The report recommends that school admissions should be coordinated at urban municipal/local authority, or equivalent level, rather than being at the discretion of individual schools.

Related


Explore our projects

Young-boy-uses-tablet-with-mother-for-maths-learning-Can-maths-apps-add-value-to-learning-PROJ
New

Education | 2020 - 2022

Can maths apps add value to learning?

View project
New

Education | 2020 - 2022

Evaluating the short- and medium-term impacts of Sure Start

View project
Male-teacher-teaches-teenagers-in-secondary-school-lesson-Autonomous-schools-and-the-teacher-labour-market-Evidence-from-academies-PROJ
New

Education | 2020 - 2021

Autonomous schools and the teacher labour market: Evidence from academies

View project
New

Education | 2020 - 2021

Ethical principles underpinning co-production with young people

View project
New

Education | 2020 - 2020

COVID-19 mitigation measures: education provision and access to special schools

View project
In progress

Education | 2020 - 2020

The impact of COVID-19 on mainstream schools in England

View project
Senior-woman-enjoys-video-call-on-smartphone-Social-cohesion-in-context-of-COVID-19-PROJ
In progress

Welfare | 2020 - 2021

Social cohesion in the context of COVID-19

View project
In progress

Education | 2020 - 2021

Post-16 educational trajectories and social inequalities in political engagement

View project
Young-boy-wearing-glasses-watches-laptop-school-lesson-with-notepad-The-effects-COVID-19-on-families-time-use-child-development-PROJ
In progress

Education | 2020 - 2022

The effects of COVID-19 on families’ time-use and child development

View project
Teenage-girl-looks-at-smartphone-next-to-laptop-Growing-up-under-COVID-19-PROJ
In progress

Education | Welfare | 2020 - 2021

Growing up under COVID-19

View project
Teacher in classroom with laughing primary school students, reading a story to them.
New

Education | 2020 - 2022

Gene-environment interplay in early life cognitive development

View project
In progress

Education | 2020 - 2022

Competitive effects of free schools on student outcomes in neighbouring schools

View project
New

Education | 2020 - 2022

Evaluating the short- and medium-term impacts of Sure Start

View project
Teacher in classroom with laughing primary school students, reading a story to them.
New

Education | 2020 - 2022

Gene-environment interplay in early life cognitive development

View project
New

Education | 2020 - 2021

Ethical principles underpinning co-production with young people

View project
New

Education | 2020 - 2020

COVID-19 mitigation measures: education provision and access to special schools

View project
Male-teacher-teaches-teenagers-in-secondary-school-lesson-Autonomous-schools-and-the-teacher-labour-market-Evidence-from-academies-PROJ
New

Education | 2020 - 2021

Autonomous schools and the teacher labour market: Evidence from academies

View project
Young-boy-uses-tablet-with-mother-for-maths-learning-Can-maths-apps-add-value-to-learning-PROJ
New

Education | 2020 - 2022

Can maths apps add value to learning?

View project
In progress

Education | 2020 - 2020

The impact of COVID-19 on mainstream schools in England

View project
Early years worker sitting at table with children
In progress

Education | 2020 - 2021

The ‘common elements’ approach: improving outcomes in early childhood education

View project
Senior-woman-enjoys-video-call-on-smartphone-Social-cohesion-in-context-of-COVID-19-PROJ
In progress

Welfare | 2020 - 2021

Social cohesion in the context of COVID-19

View project
Teenage-girl-looks-at-smartphone-next-to-laptop-Growing-up-under-COVID-19-PROJ
In progress

Education | Welfare | 2020 - 2021

Growing up under COVID-19

View project
Young-boy-wearing-glasses-watches-laptop-school-lesson-with-notepad-The-effects-COVID-19-on-families-time-use-child-development-PROJ
In progress

Education | 2020 - 2022

The effects of COVID-19 on families’ time-use and child development

View project
In progress

Education | 2020 - 2021

Post-16 educational trajectories and social inequalities in political engagement

View project
Young-boy-uses-tablet-with-mother-for-maths-learning-Can-maths-apps-add-value-to-learning-PROJ
New

Education | 2020 - 2022

Can maths apps add value to learning?

View project
New

Education | 2020 - 2022

Evaluating the short- and medium-term impacts of Sure Start

View project
Male-teacher-teaches-teenagers-in-secondary-school-lesson-Autonomous-schools-and-the-teacher-labour-market-Evidence-from-academies-PROJ
New

Education | 2020 - 2021

Autonomous schools and the teacher labour market: Evidence from academies

View project
New

Education | 2020 - 2021

Ethical principles underpinning co-production with young people

View project
New

Education | 2020 - 2020

COVID-19 mitigation measures: education provision and access to special schools

View project
Senior-woman-enjoys-video-call-on-smartphone-Social-cohesion-in-context-of-COVID-19-PROJ
In progress

Welfare | 2020 - 2021

Social cohesion in the context of COVID-19

View project
In progress

Education | 2020 - 2020

The impact of COVID-19 on mainstream schools in England

View project
In progress

Education | 2020 - 2021

Post-16 educational trajectories and social inequalities in political engagement

View project
Young-boy-wearing-glasses-watches-laptop-school-lesson-with-notepad-The-effects-COVID-19-on-families-time-use-child-development-PROJ
In progress

Education | 2020 - 2022

The effects of COVID-19 on families’ time-use and child development

View project
Teenage-girl-looks-at-smartphone-next-to-laptop-Growing-up-under-COVID-19-PROJ
In progress

Education | Welfare | 2020 - 2021

Growing up under COVID-19

View project
Teacher in classroom with laughing primary school students, reading a story to them.
New

Education | 2020 - 2022

Gene-environment interplay in early life cognitive development

View project
In progress

Education | 2020 - 2022

Competitive effects of free schools on student outcomes in neighbouring schools

View project
Maths resit students taking exam
Reported

Education | 2019 - 2020

A new mathematics GCSE curriculum for post-16 resit students

View project
Reported

Education | 2018 - 2018

GCSE and A-level results day project

View project
Reported

Education | 2018 - 2020

Teaching reading: an integrated programme for deaf & hearing children

View project
Reported

Education | 2018 - 2019

Developing a sustainable intervention for disadvantaged children

View project
Reported

Education | 2017 - 2018

Growing up digital

View project
Reported

Education | 2017 - 2020

Mathematics in Further Education Colleges (MiFEC)

View project
Reported

Education | 2017 - 2020

Educational attainment of children in need & children in care

View project
Reported

Welfare | 2017 - 2019

Asylum policies in Europe and the refugee crisis

View project
Reported

Education | Welfare | 2017 - 2019

Undermatch in higher education: prevalence, drivers and outcomes

View project
Teacher and young schoolgirl in classroom look at building blocks brain training game together
Reported

Education | 2017 - 2019

Trialling an executive function training intervention for preschoolers

View project
Reported

Education | 2017 - 2020

Economy, Society, and Public Policy: An introduction to economics and quantitative social science

View project
Reported

Education | 2017 - 2018

The effect of retention and turnover on the teaching workforce

View project
Search projects

We improve people’s lives by funding research that informs social policy, primarily in Education, Welfare and Justice. We also fund student programmes that give young people skills and confidence in science and research.

We offer our grant-holders the freedom to frame questions and enable new thinking. Our research must stand up to rigorous academic scrutiny, but we understand that to be successful in effecting change, it also needs to be relevant to people’s experience.

Profile