Schools in England that became academies before 2010 typically began to exclude significant numbers of their more disruptive pupils. Research by Stephen Machin and Matteo Sandi suggests that this was the result of the strict disciplinary approach that the schools adopted rather than a strategic effort to improve their educational results.

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2 March 2020     Paper Number CEPCP575

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This CentrePiece article is published under the centre's Education programme.