Lu, Binwei;
Dai, Binru;
See, Beng Huat;
Shao, Xin;
Hu, Xianan;
(2024)
Do academically selective school systems strengthen the link between students' family backgrounds and the likelihood of higher education participation?
Educational Review
10.1080/00131911.2024.2302117.
(In press).
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Abstract
Proponents of academic selection argue that academic selection helps children from disadvantaged backgrounds have better lifelong outcomes. However, the evidence needs to be clarified since selections by performance could be a proxy for selection by socioeconomic class. Based on the unique situation in England, where both selective and non-selective systems coexist, we evaluate whether students from selective schools are more likely to continue higher education than those in non-selective schools and whether the link between students’ family backgrounds and their likelihood of higher education participation is stronger under a selective system. The results show that attending selective schools is associated with some post-18 advantages for pupils who stayed until the end of Key Stage 5, but brings disadvantages for those who left at earlier stages, even if we look at the upper bound of the selective school effect. Meanwhile, the link between students’ family backgrounds and future opportunities is consistently stronger under the selective system.
| Type: | Article |
|---|---|
| Title: | Do academically selective school systems strengthen the link between students' family backgrounds and the likelihood of higher education participation? |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/00131911.2024.2302117 |
| Publisher version: | http://dx.doi.org/10.1080/00131911.2024.2302117 |
| Language: | English |
| Additional information: | This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| Keywords: | Social Sciences, Education & Educational Research, Academic selection, grammar schools, educational equity, family background, social mobility, GRAMMAR SCHOOLS, SOCIOECONOMIC-STATUS, SEGREGATION, ENGLAND, IMPACT |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > IOE - UCL Centre for Educational Leadership |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10191746 |
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