However, the analysis of the initial wave of academy schools in England, that opened before 2010 and that became academies as part of a remedial school improvement programme in the 2000s, shows that pakistan rcs data exclusion was not a means of improving aggregate results for academies in the published league tables.
Pre-2010 academy schools experienced sharp pupil performance gains after conversion, but not because of pupils’ exclusion. Rather, exclusion seems to be part and parcel of the strict disciplinary behaviour procedures that some of these schools operate – an integral part of a ‘No Excuses’ culture.
This finding is corroborated by the fact that we found much smaller gaps in permanent exclusion among the second batch of conversions to academies, that opened since 2010 and that were not disadvantaged schools with the behaviour problems that the earlier pre-2010 batch of academies had to cope with.
Since inclusion in a school league table results hinges on a pupil year 11 January census, following conversion, started to permanently exclude more before the January census in Year 11, that is, in the final year of compulsory education in England.