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Public Policy: Using Market-Based Approaches - Department for ...

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in outcomes are difficult to distinguish from other education re<strong>for</strong>ms enacted<br />

during the period. However, Bradley and Taylor (2002) find evidence to suggest<br />

that standards improved more sharply where there was greater competition<br />

between schools. They estimate that a 3 per cent improvement in the<br />

per<strong>for</strong>mance of a secondary school’s competitors at GCSE level is associated<br />

with a 1 per cent improvement in the school’s own GCSE results, and find that<br />

new admissions are positively related to a school’s own per<strong>for</strong>mance and<br />

negatively to the exam per<strong>for</strong>mance of its competitors. Glennerster (2002) finds<br />

evidence that educational inequalities have narrowed under a system of choice,<br />

with the worse per<strong>for</strong>ming schools experiencing the largest improvements in<br />

students meeting target levels.<br />

Choice-based lettings<br />

The use of consumer choice in the provision of social housing in the UK is<br />

described as one of our case studies in Part IV.<br />

IMPLEMENTATION ISSUES<br />

Economic theory and studies of past experience suggest that the following<br />

implementation issues can affect the success of consumer choice schemes:<br />

● capacity constraints;<br />

● inequality of access;<br />

● segregation;<br />

● in<strong>for</strong>mation; and<br />

● incentives to over-consume.<br />

The evidence on these issues which we have examined is set out in Part V. Below<br />

we summarise the main conclusions we have drawn from this evidence<br />

Capacity constraints<br />

Section 7 – <strong>Market</strong>-<strong>Based</strong> Mechanisms<br />

The introduction of consumer choice is likely to lead to capacity constraints <strong>for</strong><br />

those providers that are most popular with users. On the supply-side of the<br />

market, this problem can lead to the need <strong>for</strong> some <strong>for</strong>m of rationing between<br />

consumers, reintroducing some element of command and control. One rationing<br />

mechanism is <strong>for</strong> the provider to ‘cream skim’ the most desirable consumers. For<br />

example, schools may decide to allocate places to the most academically able<br />

pupils. This cream skimming can allow the school to improve its apparent<br />

per<strong>for</strong>mance without increasing its actual per<strong>for</strong>mance. To some extent, the<br />

effect on apparent per<strong>for</strong>mance can be addressed if more sophisticated measures<br />

of per<strong>for</strong>mance are used (which adjust <strong>for</strong> differences in pupil intakes, <strong>for</strong><br />

example). The problem can also be dealt with by specifying the rationing<br />

mechanism to be used.<br />

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