Research examining nearly two decades of education data to establish the impact of school trusts
Since the first academy schools – in the form we recognise them today – opened their doors in 2002, there has been much debate about their power to improve education.
Firm conclusions on the benefits for pupils have been vexed by changes over time to assessment and inspection.
This paper examines nearly two decades of national data, from 2007 to 2025, to ask a straightforward question: did schools improve their position in national attainment rankings after joining academy trusts, relative to schools that remained with local authorities?
Across the analyses, the answer points consistently in the same direction. Schools in trusts have made substantial gains in their national ranking relative to their peers. The gains are larger for schools previously judged to be failing (sponsored academies) and for schools serving the most disadvantaged communities.
Core findings
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The improved attainment in trust schools |
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Equivalent to 5,400 |
3x |
Equivalent to 500,000 |
OR |
Equivalent to 16,000 |
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more primary children reaching the expected standard in reading, writing, and maths every year |
the primary pupil-outcome gain in the most disadvantaged communities, against the national trust figure |
more pupils gaining 1-2 GCSE grades higher in a single subject |
more grade 4+ GCSEs in English and maths |
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Increase in national attainment rankings for trust schools |
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+5.6 |
+4.0 |
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percentile places up the national attainment rankings for the average trust school – other schools stood still |
of those percentile places associated with trust membership itself, on the strongest available statistical tests |
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