Location, segregation, confusion: Secondary school admissions in England

Why changing school admissions rules could improve social mobility 

Image of a school beind a fence

Why do school admission rules matter?

In an age of academies and free schools, secondary schools have never had more freedom over their admissions rules. But how do they decide ‘who gets in’? And do these rules matter?

For the first time, a study by Professor Simon Burgess, Dr Ellen Greaves and others pieces together the complex picture of admissions rules now in place across England.

Analysis of this unique dataset shows, despite an array of admissions options available, there is a clear pattern of the use of geography-based criteria. By combining this new knowledge with previous research, which suggests that these rules matter very much, we see that changing admissions systems could have a huge impact – on children, families and our entire society.

Watch the research video

“There is evidence that the effectiveness of your school matters for your education, and therefore your life outcomes. So which school you go to is important.”

Dr Ellen Greaves, Honorary Research Associate, University of Bristol

Secondary admissions 101: The basics in England

Between September and October parents/guardians apply for a school place(s).

3 – 6 choices can be submitted (depending on Local Authority) in preference order.

  • Parent/guardian tip: Use all available choices – submitting 1 school doesn’t improve the chance of getting it.

After the application deadline, each child is allocated to their most preferred school with free spaces.

This allocation process depends on schools’ admission criteria, using an ‘equal preferences’ system.

  • Parent/guardian tip: List schools in order of true preference. If you’re unable to secure your top choice, you won’t be penalised at a lower choice(s).

If a child cannot be allocated to any of their choices, they’re offered a place elsewhere.

This is usually the nearest school with availability.

  • Parent/guardian tip: You can accept an offer, even if you are appealing a decision and/or are on the waiting list at a preferred school(s).

Do we have an admissions problem?

The research shows the vast majority of secondary schools still use geography-based criteria, like catchment areas, distance, or travel time, to prioritise which children are offered places. The result? Higher house prices near better performing schools. This often means:

  • Families with lower incomes are ‘priced out’ of access to the best schools – creating another barrier to social mobility and exacerbating inequalities.
  • Patterns of segregation within neighbourhoods are created or reinforced.
  • Schools lack diversity in terms of children’s social and cultural backgrounds, their abilities and life experiences.

A frequently discussed alternative is the ‘selective’ system used by grammar schools, where children are required to pass an academic test to get a place.

While ‘selection’ removes some geographical problems, it deliberately segregates by ability. This again advantages wealthier families with access to better educational resources – study materials, private tutoring etc. Selective schools can therefore face similar challenges with diversity, and do not necessarily ease societal issues like inequality.

Illustration of a house with question marks

Do we have an admissions problem?

The research shows the vast majority of secondary schools still use geography-based criteria, like catchment areas, distance, or travel time, to prioritise which children are offered places. The result? Higher house prices near better performing schools. This often means:

  • Families with lower incomes are ‘priced out’ of access to the best schools – creating another barrier to social mobility and exacerbating inequalities.
  • Patterns of segregation within neighbourhoods are created or reinforced.
  • Schools lack diversity in terms of children’s social and cultural backgrounds, their abilities and life experiences

A frequently discussed alternative is the ‘selective’ system used by grammar schools, where children are required to pass an academic test to get a place.

While ‘selection’ removes some geographical problems, it deliberately segregates by ability. This again advantages wealthier families with access to better educational resources – study materials, private tutoring etc. Selective schools can therefore face similar challenges with diversity, and do not necessarily ease societal issues like inequality.

“If some addresses give you a ticket into the best school, they become expensive; that allows certain people in and keeps certain people out."

Prof. Simon Burgess, Professor of Economics, University of Bristol

What's the alternative?

There are other approaches secondary schools could use to allocate some or all their places, to help overcome challenges of geography and segregation. These include:

  • Ballot – a purely random allocation.
  • Banding – selection by ability but with places allocated to children with a range of test scores, ensuring a ‘spread’ of pupils with different capabilities.
  • Pupil Premium – prioritising places for disadvantaged children eligible for Pupil Premium funding e.g. from families on low-incomes and/or benefits, or who have been in care.

The research suggests that use of these alternative methods is rare. But more widespread use of a mixture of these options, perhaps in combination with a quota or some geographical criteria, could help eliminate the problems of the location-based approach that dominates.

School children working in class

“We need a school admissions system that divorces your chances of getting in to an effective school from anything to do with your family’s income.”

Prof. Simon Burgess, Professor of Economics, University of Bristol

Research impact

This project demonstrates secondary schools in England do have a range of workable options when it comes to deciding who gets in – options that do not just rely on where children live and how wealthy their families are. Indeed, one Local Authority in England, Brighton and Hove, will introduce a quota for pupils with the Pupil Premium in the next admissions round.
 
If schools and policymakers chose to, they could make admissions criteria fairer and more equal. This is likely to improve access to effective education for disadvantaged children, help boost their later life outcomes and increase social mobility.
 
And those already lucky enough to be able to access good schools can benefit from change too. By learning with and from people with a range of diverse backgrounds and perspectives, all children can gain a broader set of social understandings and experiences – equipping them for a fuller, richer, more successful life.

“If we can make access to effective education more equal, we can make children’s long-term life outcomes more equal."

Dr Ellen Greaves, Honorary Research Associate, University of Bristol

Image of school children working on tabletsImage of school children working on tablets

Watch the video

Listen to Simon and Ellen’s full-length conversation in our podcast.

Nuffield Foundation

This research project is funded by the Nuffield Foundation, an independent charitable trust committed to improving educational opportunities and social wellbeing.
 
The Foundation supports a variety of research projects to inform and drive improvements in educational outcomes and the life chances of young people through policy change and interventions grounded in robust evidence.
 
As a long-standing funder of education research, the Foundation is interested in all phases and aspects of the education system, including the current issues of school choice and competition and their impacts on educational standards and access.

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Prof. Simon Burgess

Simon is a Professor of Economics at the University of Bristol, a Research Fellow at the IZA Institute of Labor Economics, and a Fellow of the British Academy (FBA).
 
His research interests are in the economics of education. As well as school admissions, this includes teacher effectiveness, pupil motivation, school accountability, and choice and competition. He has also researched the educational performance of ethnic minorities and ethnic segregation in schools.

“How important education, pupils and teachers are for our society really drove this research on.”

Prof. Simon Burgess, Professor of Economics, University of Bristol

Photo of Prof. Simon Burgess

Prof. Simon Burgess

Prof. Simon Burgess

Dr Ellen Greaves

Ellen Greaves in a Lecturer in Economics at the University of Exeter, an Honorary Research Associate at the University of Bristol, a Research Fellow at the IZA Institute of Labor Economics, and a Research Associate at the Institute for Fiscal Studies.
 
Ellen’s research interests in the economics of education include the role of admissions criteria on school and neighbourhood segregation, parents’ preferences for school effectiveness, and the long-term consequences of attending different types of school (defined by academic standards and diversity).

“Now most schools can set their own admissions criteria, what have they chosen to do? There was a lack of evidence, so we wanted to find out."

Dr Ellen Greaves, Honorary Research Associate, University of Bristol

Photo of Dr Ellen Greaves

Dr Ellen Greaves

Dr Ellen Greaves