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dc.contributor.authorJopling, Michael
dc.date.accessioned2018-07-31T15:44:03Z
dc.date.available2018-07-31T15:44:03Z
dc.date.issued2018-10-28
dc.identifier.issn0892-0206
dc.identifier.doi10.1177/0892020618782861
dc.identifier.urihttp://hdl.handle.net/2436/621544
dc.description.abstractThe article is an opinion piece which examines the extent to which rhetoric about a north-south divide in performance between schools in England is justified. Starting with the catalyst, Sir Michael Wilshaw’s final annual Ofsted reports in 2015 and 2016, it traces how the divide rhetoric has been assimilated into popular discourse by the media and subsequent policy reports, notably in connection with the Northern Powerhouse agenda. The article uses regional school performance data to examine whether claims about the divide are convincing, focusing on the North East which has been recognised as an outlier in both primary and secondary performance. It concludes that the case for a north-south divide is not proven and with an appeal for more contextually sensitive and flexible approaches to assessing local, regional and national school performance to counter the negative effects of this divisive rhetoric.
dc.formatapplication/PDF
dc.language.isoen
dc.publisherSage
dc.relation.urlhttps://doi.org/10.1177/0892020618782861
dc.subjectnorth-south divide
dc.subjectschool performance
dc.subjectaccountability
dc.subjectregions
dc.subjectNorth East
dc.titleIs there a north-south divide between schools in England?
dc.typeJournal article
dc.identifier.journalManagement in Education
dc.date.accepted2018-05-15
rioxxterms.funderUniversity of Wolverhampton
rioxxterms.identifier.projectUOW31072018MJ
rioxxterms.versionAM
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
rioxxterms.licenseref.startdate2018-10-28
dc.source.volume33
dc.source.issue1
dc.source.beginpage37
dc.source.endpage40
refterms.dateFCD2018-07-31T15:44:04Z
refterms.versionFCDAM
refterms.dateFOA2018-10-28T00:00:00Z


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