Student access to the curriculum in an age of performativity and accountability: an examination of policy enactment. Issue 2 (3rd March 2020)

• Record Type: Journal Article
• Authors: Harris, Richard; Courtney, Louise; Ul-Abadin, Zain; Burn, Katharine
• Is Part Of: Research papers in education. Volume 35:Issue 2(2020)
• Page Start: 228
• Page End: 248
• Publication Date: 2020-03-03
• Subjects: Policy -- history education -- curriculum -- school decision-making; Education -- Periodicals; 370.941
• DOI: 10.1080/02671522.2019.1568528
• Languages: English
• ISSNs: 0267-1522

Abstract

ABSTRACT: The curriculum is often the target of reform and governments use a range of accountability measures to ensure compliance. This paper examines the decisions schools in England make regarding history provision, in a period of curriculum change, and the potential consequences of these decisions. Drawing on a large, longitudinal data set, of primary and secondary material, the study examines the relationship between the number of students entered for public examination in history in England and a range of situated and material factors. The data suggest that particular measures of accountability are effective in shaping school decision-making, but the type of school, socio-economic nature of the school intake, and students' prior attainment are also important factors in understanding the decisions made. This does result in an inequitable access to history education; this inequity exists between different types of schools and socio-economic areas, and is also evident within schools where students with low prior attainment are less likely to be allowed to study history.