Private schools for free? Parents’ reasons for choosing a new Free School for their child

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Private schools for free? Parents’ reasons for choosing a new Free School for their child. / Morris, Rebecca; Perry, Thomas.

In: Cambridge Journal of Education, Vol. 49, No. 5, 03.09.2019, p. 535-552.

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@article{b7d447ac698648058de6115552d8ffa9,
title = "Private schools for free? Parents{\textquoteright} reasons for choosing a new Free School for their child",
abstract = "This study examines parental choice preferences following the introduction of the Free Schools policy in England. It reports on two phases of data collection: first, the analysis of factors that Free School and non-Free School parents reported as important in informing their choices; and, second, findings from semi-structured interviews with parents of children attending a Free School. The findings show that Free School parents{\textquoteright} choices were mostly influenced by similar factors to those of parents elsewhere. There were, however, some notable exceptions, particularly in relation to school size, ethos and curriculum. The analyses also highlight how the lack of information available led parents to use proxies to assess potential academic quality and school suitability for their child. The tensions that exist for parents in exercising choice within this new context and the implications for school intakes and diversity within the system are discussed.",
keywords = "Free schools, academies, parents, school choice",
author = "Rebecca Morris and Thomas Perry",
year = "2019",
month = sep,
day = "3",
doi = "10.1080/0305764X.2019.1571561",
language = "English",
volume = "49",
pages = "535--552",
journal = "Cambridge Journal of Education",
issn = "0305-764X",
publisher = "Taylor & Francis",
number = "5",

}

RIS

TY - JOUR

T1 - Private schools for free? Parents’ reasons for choosing a new Free School for their child

AU - Morris, Rebecca

AU - Perry, Thomas

PY - 2019/9/3

Y1 - 2019/9/3

N2 - This study examines parental choice preferences following the introduction of the Free Schools policy in England. It reports on two phases of data collection: first, the analysis of factors that Free School and non-Free School parents reported as important in informing their choices; and, second, findings from semi-structured interviews with parents of children attending a Free School. The findings show that Free School parents’ choices were mostly influenced by similar factors to those of parents elsewhere. There were, however, some notable exceptions, particularly in relation to school size, ethos and curriculum. The analyses also highlight how the lack of information available led parents to use proxies to assess potential academic quality and school suitability for their child. The tensions that exist for parents in exercising choice within this new context and the implications for school intakes and diversity within the system are discussed.

AB - This study examines parental choice preferences following the introduction of the Free Schools policy in England. It reports on two phases of data collection: first, the analysis of factors that Free School and non-Free School parents reported as important in informing their choices; and, second, findings from semi-structured interviews with parents of children attending a Free School. The findings show that Free School parents’ choices were mostly influenced by similar factors to those of parents elsewhere. There were, however, some notable exceptions, particularly in relation to school size, ethos and curriculum. The analyses also highlight how the lack of information available led parents to use proxies to assess potential academic quality and school suitability for their child. The tensions that exist for parents in exercising choice within this new context and the implications for school intakes and diversity within the system are discussed.

KW - Free schools

KW - academies

KW - parents

KW - school choice

UR - http://www.scopus.com/inward/record.url?scp=85062999295&partnerID=8YFLogxK

U2 - 10.1080/0305764X.2019.1571561

DO - 10.1080/0305764X.2019.1571561

M3 - Article

VL - 49

SP - 535

EP - 552

JO - Cambridge Journal of Education

JF - Cambridge Journal of Education

SN - 0305-764X

IS - 5

ER -