This legislation gave those
schools additional autonomies around collective bargaining, personnel assignment and scheduling, the length of the school day, funding, and other organizational and structural issues, and also created the possibility of state receivership if the schools did not dramatically improve their performance.
According to Blunkett, the original aim of academies was to improve underperforming by
providing additional autonomy to school leaders to draw on best practice from outside.
This creates opportunities for states to
offer additional autonomies so as to attract high - performing networks that might not otherwise consider putting down stakes in particular districts.
Well, what we've found from research and detailed studies of schools that are using
this additional autonomy is that just giving schools more authority may make no difference at all if schools don't have a capacity to make good decisions in the interests of their students.
Thirty per cent of academy senior leaders who took part in a poll on
the additional autonomy that comes from academy status said it had «no effect» at all in the classroom, while 18 per cent said it had a negative impact.
But just 42 per cent of the academy leaders surveyed said
the additional autonomy has a positive effect in their classrooms.
Five
additional autonomies were added at a later date, based on further field observations.