Rebecca Allen

TL;DR: The authors investigate whether changes to the School Admissions Code appear to have altered the published admissions policies and the social composition of particular schools and show that the 2003 and 2007 school admissions codes appeared to have been at least in part responsible for changes in the social compositions of pupils at schools with criteria and arrangements that were subsequently deemed inadmissible.

TL;DR: In this paper, the authors make a methodological contribution to the education segregation literature, providing a critique of previous measures of segregation used in the literature, as well as suggesting an alternative approach to measuring segregation.

TL;DR: The authors examines the proposition that secondary school choice in England has produced a stratified education system, compared with a counterfactual world where pupils are allocated into schools in a fair manner.

TL;DR: The authors explored the reasons why secondary schools with a religious character have pupil intakes that are of a higher social background and ability than their secular counterparts and showed that this is especially true across all regions in England once the characteristics of the pupils living in the local neighbourhoods are taken into account.

TL;DR: In this paper, an analysis of the characteristics of pupils at religious and non-religious schools reveal that the former tend to cater predominantly for pupils from particular religions and/or denominations and ethnic groups, so fostering segregation.