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Examining Academic Attainments in British State and Private Schools: A Longitudinal Study

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kadeem-bell
14 diapositives · 237 Views · Nov 02, 2014

This study explores the impact of school types on student intake and academic outcomes in the UK using data from the National Child Development Study spanning from 1958 to 1999. It analyzes school intake, characteristics, and outcomes to understand educational disparities. Four models are employed to examine test scores and GCE passes with varying controls. Findings shed light on how different school sectors affect student achievement.

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  1. Students’ Academic Attainments at British State and Private Schools Alice Sullivan – Centre for Longitudinal Studies, Institute of Education, as@ioe.ac.uk Anthony Heath – Department of Sociology, University of Oxford

  2. Aims • How did the various types of school attended by the NCDS children vary in terms of student intake? • To what extent are differences in academic outcomes for students at the different types of school explained by differences in the characteristics of the children who attended the schools? • Were different students affected differently by the different school sectors?

  3. National Child Development Study • Longitudinal study of a cohort born in Britain in a single week in 1958. • Sweeps in 1958, 1965, 1969, 1974, 1981, 1991, 1999/2000. • In 1970s, education system in transition from tripartite to comprehensive.

  4. School Differences in Intake

  5. Differences in school characteristics

  6. School differences in outcomes

  7. Analysis of Test Scores 1 Model 1: no controls Model 2: + controls for intake Model 3: + school interactions Model 4: + controls for school characteristics

  8. Analysis of Test Scores 2

  9. Analysis of Test Scores 3

  10. Analysis of GCE Passes 1 Model 1: no controls Model 2: + controls for intake Model 3: + school interactions Model 4: + controls for school characteristics

  11. Analysis of GCE Passes 2

  12. Analysis of GCE Passes 3