variables – the effects of government
policies – from a host of others (Smithers 2007: 383). As a result, no consensus view has emerged. To take – for illustrative purposes – the issue of
secondary education. On the one hand, Gorard and Fitz found ‘no evidence
. . . to link educationmarkets with increasing concentrations of disadvantaged children in some schools and their absence in others’ (Gorard and Fitz
2006: 281). Indeed, there was evidence of ‘some narrowing of the attainment gap between the most deprived and least deprived’ (Hill 2007b: 271).
On the other