an article by Andrew McCulloch (Education Datalab) published in British Journal of Educational Studies Volume 65 Issue 1 (2017)
Abstract
This study used latent class analysis to examine the trajectories followed by young people’s educational aspirations in England over the age range from 13 to 16 years and their relationship to educational achievement. The results suggested that young people’s aspirations followed six trajectories.
Four trajectories showed overall patterns of aspirations which did not vary over time, while in the two remaining trajectories, aspirations either moved upwards or downwards.
The trajectories were stratified according to young people’s family background and individual characteristics with those trajectories with high aspirations having higher proportions of young people from better-off family backgrounds and a higher proportion of girls and respondents from ethnic minority backgrounds.
Respondents with high aspirations made more progress in achievement and had a higher likelihood of admission to university than those with low aspirations.
Differences in aspirations did not completely explain differences in educational achievement by family background, however.
Showing posts with label educational_achievement. Show all posts
Showing posts with label educational_achievement. Show all posts
Wednesday, 12 April 2017
Tuesday, 13 December 2011
Student effort and educational attainment: …
Using the England football team to identify the education production function
a research paper from CMPO (The Centre for Market and Public Organisation) by Robert Metcalfe (University of Oxford), Simon Burgess (CMPO, University of Bristol) and Steven Proud (University of Bristol) (Working Paper No. 11/276)
Abstract
We use a sharp, exogenous and repeated change in the value of leisure to identify the impact of student effort on educational achievement. The treatment arises from the partial overlap of the world’s major international football tournaments with the exam period in England. Our data enable a clean difference-in-difference design. Performance is measured using the high-stakes tests that all students take at the end of compulsory schooling. We find a strongly significant effect: the average impact of a fall in effort is 0.12 SDs of student performance, significantly larger for male and disadvantaged students, as high as many educational policies.
Full report (PDF 42pp)
a research paper from CMPO (The Centre for Market and Public Organisation) by Robert Metcalfe (University of Oxford), Simon Burgess (CMPO, University of Bristol) and Steven Proud (University of Bristol) (Working Paper No. 11/276)
Abstract
We use a sharp, exogenous and repeated change in the value of leisure to identify the impact of student effort on educational achievement. The treatment arises from the partial overlap of the world’s major international football tournaments with the exam period in England. Our data enable a clean difference-in-difference design. Performance is measured using the high-stakes tests that all students take at the end of compulsory schooling. We find a strongly significant effect: the average impact of a fall in effort is 0.12 SDs of student performance, significantly larger for male and disadvantaged students, as high as many educational policies.
Full report (PDF 42pp)
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