Showing 1 - 10 of 421
school pupils in England. We argue that there are no credible instruments for Faith school attendance in this context … observables have zero or negative gains. It appears that most of the apparent advantage of Faith school education in England can …
Persistent link: https://www.econbiz.de/10010269088
We provide new evidence about the degree of social segregation in England’s secondary schools, employing a cross … for sampling variation in the estimates. England is shown to be a middle-ranking country, as is the USA. High segregation … Scotland. In explaining England’s position, we argue that its segregation is mostly accounted for by unevenness in social …
Persistent link: https://www.econbiz.de/10005822192
compiled on the English economy, accounting well for the growth experience of England encompassing the Industrial Revolution. …
Persistent link: https://www.econbiz.de/10008682947
'League table' information on school effectiveness in England generally relies on either a comparison of the average … find that even the most conservative estimate suggests that around one quarter of schools in England are differentially …
Persistent link: https://www.econbiz.de/10009226007
potentially important long term implications. We use micro data for England and Wales that contain an unusually rich set of …
Persistent link: https://www.econbiz.de/10010262739
British secondary schools moved from a system of extensive and early selection and tracking in secondary schools to one with comprehensive schools during the 1960s and 70s. Before the reform, students would take an exam at age eleven, which determined whether they would attend an academically...
Persistent link: https://www.econbiz.de/10010267419
. In this paper, we study whether pupils in Primary schools in England with a wider range of school choices achieve better …
Persistent link: https://www.econbiz.de/10010267737
' track in Northern Ireland, but not England. The comparison of educational outcomes between Northern Ireland and England …
Persistent link: https://www.econbiz.de/10010267753
A growing body of research highlights the importance of non-cognitive skills as determinants of young people's cognitive outcomes at school. However, little evidence exists about the effects of policies that specifically target students' non-cognitive skills as a way to improve educational...
Persistent link: https://www.econbiz.de/10010271288
This paper argues that skill formation is a life-cycle process and develops the implications of this insight for Scottish social policy. Families are major producers of skills, and a successful policy needs to promote effective families and to supplement failing ones. We present evidence that...
Persistent link: https://www.econbiz.de/10010274209