Did it really take the expense of an RSAPearson thinktank report to inform an astounded nation that academies have ways of segregating their intake? Surely the question is "why"? Why, similarly, do primary and secondary schools feel pressured to socio-economically discriminate in a range of ways to massage their intakes? Could the answer be years of punitive measures that ensure misguided chasing after an illusion of standards based on minimum competency testing at the expense of learning? Until educationalists are listened to, and teaching, learning and assessment are seen as supportive processes for learners, nothing will change no matter how it is "dressed up".
Bill Boyle, Chair of educational assessment, School of Education, University of Manchester.