The geography of choice and diversity in the ‘new’ secondary education market of England

Abstract

The geography of education remains an under‐researched area, particularly in light of major transformations in education provision over the last two decades. This paper reaffirms the position of a geographical approach to studying the education system by focussing upon the differential impact of two major features of national policy reforms on secondary school admissions in England: the desire to enhance choice and diversity in the provision of schooling.