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Are Schools Drifting Apart? Intake Stratification in English Secondary Schools

Department of Geography and Environment, London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK, s.gibbons{at}lse.ac.uk

Shqiponja Telhaj

Centre for Economic Performance, London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK, s.telhaj{at}lse.ac.uk

The issue of social segregation in schools has seen a recent resurgence of interest, in the light of policies that have sought to expand parental choice. Most research has focused on segregation along lines of ethnicity or social background. Yet, the real consideration in the back of people's minds seems to be stratification along lines of pupil ability. This paper looks explicitly at this issue using the population of pupils entering secondary schools in England from 1996 to 2002. The study highlights wide disparities between peer-group ability in different schools. However, contrary to popular opinion, almost nothing has changed over these years in terms of the way pupils of different age-11 abilities are sorted into different secondary schools.

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