TY - JOUR
T1 - Independent and state school partnerships (ISSPs) in England
T2 - systemic tensions and contemporary policy resolutions
AU - Hunnaball, Margaret
AU - Jones, Jane
AU - Maguire, Meg
N1 - Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
PY - 2021
Y1 - 2021
N2 - English education has a long-standing parallel but unequal school system. State-maintained schools are free of charge for attendees; independent schools are free from state control and funded largely by fees. Most independent schools hold charitable status which benefits them in relation to taxation although they cater largely for socially advantaged students. Various governments have enacted different policies to try to rebalance some of these systemic educational tensions. This paper examines how the independent and state school partnerships (ISSP) policy seeks to rebalance, or provide some compensation for, independent schools' charitable status through the requirement that they provide ‘public benefit’. In ISSPs, schools from the two sectors work together on dedicated activities, sharing resources and expertise. Drawing on data from three telling cases, we argue that ISSP policy may deliver some localised benefits to both types of schools but that these relationships are unlikely to produce any major structural changes.
AB - English education has a long-standing parallel but unequal school system. State-maintained schools are free of charge for attendees; independent schools are free from state control and funded largely by fees. Most independent schools hold charitable status which benefits them in relation to taxation although they cater largely for socially advantaged students. Various governments have enacted different policies to try to rebalance some of these systemic educational tensions. This paper examines how the independent and state school partnerships (ISSP) policy seeks to rebalance, or provide some compensation for, independent schools' charitable status through the requirement that they provide ‘public benefit’. In ISSPs, schools from the two sectors work together on dedicated activities, sharing resources and expertise. Drawing on data from three telling cases, we argue that ISSP policy may deliver some localised benefits to both types of schools but that these relationships are unlikely to produce any major structural changes.
KW - policy tensions
KW - public benefit
KW - State and independent school partnerships
UR - http://www.scopus.com/inward/record.url?scp=85111856326&partnerID=8YFLogxK
U2 - 10.1080/00220620.2021.1960287
DO - 10.1080/00220620.2021.1960287
M3 - Article
AN - SCOPUS:85111856326
SN - 0022-0620
JO - Journal of Educational Administration and History
JF - Journal of Educational Administration and History
ER -