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In England the government's specialist schools initiative is transforming the nature of secondary education. A three-year longitudinal case study tracked the effects of specialist performing arts college status on two schools. The sites were a mainstream school drawing pupils from an area of high social deprivation and disadvantage, and a special school cWtering for pupils with profound and multiple learning difficulties, which were awarded joint performing arts college status. The government'sdoi:10.1080/14617890600610588 fatcat:blz4zg5dmfc4vethciudhwcsjy