Please refresh the page and retry. T he brainchild of former Labour prime minister Tony Blair and his gow advisor, Andrew Adonis, academies were introduced through the Learning and Skills Act to boost struggling schools in deprived inner-city areas. Since then, the number of academies has grown dramatically to just under 7, Even so, academies continue to come under attack from critics. So what are they — and schoo are their pros and cons? Roughly two-thirds of academies are in academy chains run by multi-academy trusts.
School funding is a blend of federal, state, and local dollars. Local funding largely comes from property taxes. Federal money, which accounts for just 10 percent of all education funding, tends to target low-income students or other distinct groups. State funding is where things get complicated. In all but five states, statewide formulas control most school funding. State education funding formulas have been the subject of controversy, confusion, and even lawsuits. Designed to ensure adequate funding across schools—and occasionally to promote equity —funding formulas distribute revenue to districts based on a variety of factors. These formulas often attempt to account for state and district revenue and anticipated differences among districts. What they cannot always account for, however, is how districts might respond to different incentives. In these often complex funding models, states aim to strike a balance between giving localities some control while maintaining enough control at the state level to ensure all students can access a quality education. Here, we explore the most common funding models states use and how districts might respond to those models.
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No one model is best—they create different incentives for districts that can bring distinct advantages and disadvantages. The most popular model for school funding is the foundation grant. We illustrate this model with an imaginary state that has 20 districts, each with a different level of property wealth. Less property-wealthy districts, however, need significant help from the state to reach the minimum. The state fills the gap between what the district is expected to provide and the predetermined minimum, as indicated with a dark blue bar.
Academies of scale
Academy schools are state-funded schools in England which are directly funded by the Department for Education and independent of local authority control. The terms of the arrangements are set out in individual Academy Funding Agreements. Academies are self-governing non-profit charitable trusts and may receive additional support from personal or corporate sponsors, either financially or in kind. The following are all types of academy: [7].
Archived from the original on 2 June Academies are self-governing non-profit charitable trusts and may receive additional support from personal or corporate sponsors, either financially or in kind. You should always take cash, unless you have a list of books you already need to buy, with a similar price tag. GL George Lade Oct 1, You can also make a quick few bucks selling books, gently used clothes and toys, and even unused gift cards. A number of private and charitable organisations run groups of academies. Languages Add links. We use cookies to make wikiHow great. It enabled all maintained schools to convert to academy status, known as Converter Academies and enabled new academies to be created via the Free School Programme.
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Academy schools are state-funded schoo in England which are directly funded by ,oney Department for Education and independent of local authority control. The terms of the arrangements svhool set out in individual Academy Funding Agreements. Academies are self-governing non-profit charitable trusts and may receive additional support from personal or corporate sponsors, either financially or in kind. The following are all types of academy: [7]. An academy trust that operates more than one academy is known as a multi-academy trustalthough sometimes the terms academy group or academy federation are used instead.
An academy chain is a group of trusts working together under a shared management structure. An academy is governed by the Academy Agreement it makes with the Department for Education, and at that point it severs connections with the local education authority. The current advisory text is the Academy and free school: master funding agreement dated March Mmoney academies are expected to follow a broad and balanced curriculum but many have a particular focus on, or formal specialism in, one or more areas such as science; arts; business and enterprise; computing; engineering; mathematics; modern foreign languages; performing arts; sport; or technology.
Although academies are required to follow the National Curriculum in the scbool subjects dchool maths, English and science, [22] they are otherwise free to innovate; however, schooo they participate in the same Key Stage 3 and GCSE exams as other English schools, they teach a curriculum very similar to maintained schoolswith moneg small variations.
In terms of their governance, academies are established as companies limited by guarantee with a Board of Directors that aacdemies as a Trust. The Academy Trust has exempt charity status, regulated by the Department for Education. The Trust serves as the legal entity of which the school is. Schkol trustees oversee the running of the school, sometimes delegating responsibility to a local governing body which they appoint. In Sponsored Academiesthe sponsor is able to influence the process of establishing the school, including its curriculum, ethos, specialism and building if a new one is built.
The sponsor also has the power to appoint governors to the academy’s governing body. The chief architect of the policy was Andrew Adonis now Lord Adonis, formerly Secretary of State at the Department for Transport in his scohol as education advisor to the Prime Minister in the late s.
Academies were known as City Academies for the first few years, but the term was changed scohol Academies by an amendment in the Education Act Sponsored Academies originally needed a private sponsor who could be an individual such as Sir David Garrardwho sponsors Business Academy Bexleyorganisations such as the United Learning Trustmission-driven businesses such as The Co-operative Group or outsourcing for-profit businesses such as Amey plc.
These sponsors were expected to mkae «the best of academiez best practice and innovative management» to academies, «often in marked contrast to the lack of leadership experienced by the failing schools that academies have replaced» known as predecessor schools.
The remainder of the capital and running costs were met by the state in the usual way for UK state schools through grants funded by the local authority. The Government later removed the requirement for financial investment by a private sponsor in a move to encourage successful existing schools and charities hoow become sponsors.
Sponsored Academies typically replaced one or more existing schools, but some were newly established. They were intended to address the scohol of entrenched failure within English schools with low academic achievement, or schools situated in communities with low academic aspirations. Often these schools had been placed in » special measures » after an Ofsted inspection, as has been the case for schools in the Co-op Academies Trust one of the larger business-supported trusts.
By May there were Sponsored Academies in England. The Academies Acaeemies sought to increase the number of academies. It enabled all maintained schools to convert to academy status, known as Converter Academies and enabled new academies to be created via the Free School Programme.
At the same time academise new Conservative-led Coalition Government announced that they would redirect funding for school Mondy [i. Technology College Status] into mainstream funding. By Aprilthe number of academies had increased toand by Augustreached 1, The Education Funding Agency monitors financial management and governance of academies.
Its schools are likely to be taken over by a new trust. Whilst still in the fairly early stage of development, supporters pointed to emerging data showing «striking» maie improvements in GCSE results for academies compared to their predecessors, [50] with early results showing that «GCSE results are improving twice as fast in echool as in state schools».
In an article in The Observerthat regarded many of the Government’s claims for academies with scepticism, journalist Geraldine Bedell conceded that:. The article singles out the cited academy, Mossbourne Community Academy in Hackneyas «apparently the most popular [school] in Britain — at least with politicians» and «the top school in the country for value-added results». Academies have continued to be controversial, [22] [51] male [53] [54] [55] and their existence has frequently been opposed and challenged by some politicians, commentators, acaremies teachers, teachers’ unions, [55] [57] and parents.
The introduction of academy schools was opposed, notably by teachers’ trade unions and some high-profile members within the Labour Party, such as former party leader Lord Kinnock. The House of Commons Education and Skills Select Committee reported in March that it would have been wiser to limit the programme to 30 or 50 academies acaedmies order to evaluate the results before expanding the programme, and that «the rapid expansion of the Academy policy comes at the expense of rigorous evaluation».
They noted that two Middlesbrough academies had expelled 61 pupils, compared to just 15 from all other secondary schools scool the mkae. The programme of creating academies has also been heavily criticised by some for handing schools to private sector entrepreneurs who in many cases have no experience shool the education sector — most infamously, the Evangelical Christian car dealer, Sir Peter Vardywho has been accused of promoting the teaching of creationism alongside macroevolution in his Emmanuel Schools Foundation academies.
There are indications that several city academies are failing. By Januarythere were protests by parents and pupils regarding poor quality education acadeimes school facilities. The school was found to be failing [69] and was placed in special measures, with the headmaster and chief mone being immediately replaced. A parliamentary report inentitled «Free Schools and Academies», recommends that «In the meantime the Government should stop exaggerating the success of academies and be cautious about firm conclusions except where scjool evidence merits it.
Academisation is not always successful ,oney is it the only proven alternative for a struggling school». Critics contend that this is significantly more than it costs to build a new local authority school. Inthe academy scheme was applied to primary schools. The government began transforming some schools that had been graded Satisfactory or lower by Ofsted into academies, in some cases removing existing governing bodies and Head Teachers.
An example was Downhills Primary School in Haringey, where the Head resisted turning the school into an academy. Ofsted were called xo to assess the school, and placed it in Special Measures. The head and the Governing Body were removed and replaced with a Government-appointed board.
There was opposition from the school and parents. Chris Wormald stated, «The Government took a very conscious decision that its major school improvement programme was the academies programme. The Conservative Party has supported the academy proposal from its acadsmies but wants the scheme to go. Inthe Liberal Democrats were reported as being «split» on the issue and so decided that academies should not be mentioned in the party’s education policy.
InWillis’ successor, Ed Daveyargued that academies were creating a «two-tier education system» [83] and called for the academy programme to be halted until «a proper analysis can be done». In the Conservatives and Liberal Democrats coalition government announced plans to expand the academy programme with the Academies Act In May the then Education secretary Michael Gove wrote to all state schools in England inviting them to opt out of Local Authority control and convert to Academy status.
Gove also stated that some academies could be created in time for the new Academic year in September The city academy programme was originally based on the programme of City Technology Colleges CTCs monye by the Conservative government under Margaret Thatcher in the s, which were also business-sponsored.
Academies have been compared to US charter schools[92] which are publicly funded schools largely independent of state and federal control. A hoow of private and charitable organisations run groups of academies. The Scgool for Education publishes a full list of active academy sponsors. In Septemberthe Wakefield City Academies Trust announced it was winding down and ceasing to trade as it hadn’t the capacity to manage its 21 schools and asked the government to make an alternative arrangement.
In Januaryconcern was expressed that MATs were not always delivering the results that the government had hoped. A league table was produced to name and shame the worst performers using the Progress 8 benchmarkwhich measures GCSE hhow after compensating for each pupil’s performance at the end of Key Stage 2.
It is not just academically where multi-academy trusts are failing. They fail in staff remuneration, being exempt from all Teacher Pay and Conditions agreements. In Marchthe Guardian revealed that they fail in gender equality. In Decemberthe Sutton Trust published a report on the effectiveness of MATs in improving the performance of disadvantaged children. There are now in5, primary academies in England of which were forced away from local authority control after being failed by Ofsted.
The parents, governors and local authorities had no say in how this money was spent or how the assets were used. Since more than primary academies have been rebrokered receiving government setup money again or moved between trusts.
In this is running at a year, and in seven trusts running primary schools closed leaving all their schools in search of another sponsor. All this leads to uncertainly and expense as the new trust will rebrand and parents must pay out for new school uniform. New rules, staff and systems are set in place. The Reach2 Trust, which has 58 schools, took over the failing school against the wishes of school, governors or parents in They were given a start-up grant, and failed to attract qualified teachers, and their management was described as turbulent when Ofsted inspected them in January They had already had problems in with the Sprites Primary Academy in Ipswich.
This is in spite of the school being short of 9 teachers out of the 18 needed, having 2 temporary deputies, and a head teacher seconded from another school. From Wikipedia, the free encyclopedia. English school directly funded by central government. For other uses, see Academy school disambiguation. Main article: Multi-academy trust. Archived from the original on 4 January academues Retrieved 4 January Archived from the original on 14 January Charity Commission website.
Charity Commission. Retrieved 3 May Archived from the schhool on 16 March Retrieved 16 March Archived from the original on 5 March Retrieved 18 March Archived PDF from the original on 10 October SSAT Website. Specialist Schools and Academies Trust. Archived from the original on 3 May
K insley Academy may officially be less than three years old, but its redbrick buildings stand as a reminder that there has been a primary school here, serving this rural, former mining community in West Yorkshire, for well over years. But since he started she has become increasingly concerned. At one point, his class went two weeks without having their reading books changed.
Two-thirds are run by Multi-Academy Trusts
She says her son was for months taught by a revolving door of supply teachers. We never knew their. The children were really unsettled, crying, not wanting to go to qcademies. Kinsley is part of a wave of schools that have converted into academies — state-funded but independent of local authority control. But in Kinsley, the reverse has happened. Lauded by Ofsted a few months before it joined the Wakefield City Academies Trust, Kinsley has seen standards plummet to well below the national average. Jade and Sarah are just two of thousands of parents in West Yorkshire affected by a large-scale educational failure, whose nake have been felt far beyond Kinsley. Since how do school academies make money, things have gone awry. The trust has sunk to the bottom of the league tables to become one of the lowest-performing academy chains in the country. And it has been plagued by question marks over its finances. In Julythe Education Funding Agency investigated the trust.
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