Does Attending Academically Selective Schools Increase Higher Education Participation Rates?

Autor/in	Lu, Binwei
Titel	Does Attending Academically Selective Schools Increase Higher Education Participation Rates?
Quelle	In: Cambridge Journal of Education, 51 (2021) 4, S.467-489 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lu, Binwei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2020.1863914
Schlagwörter	Attendance; Selective Admission; College Attendance; Academic Achievement; Elementary School Students; Equal Education; Foreign Countries; Access to Education; Institutional Characteristics; Student Characteristics; United Kingdom (England) + Suchen Sie Ihr Suchwort? Anwesenheit; Bildungsselektion; College; Colleges; Attendance; Hochschule; Fachhochschule; Schulleistung; Ausland; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Most secondary education in England is comprehensive. However, a small minority of grammar schools have retained attainment-based selection. Since students in these schools achieve high grades, some commentators and policy makers believe that England's grammar schools are more effective than its comprehensive schools, and suggest their expansion. This study evaluates whether attending grammar schools is associated with long-term academic benefits at the post-18 stage. It does so by comparing Higher Education (HE) participation rates in grammar schools with those of comprehensive schools in non-selective areas. The evidence reveals that the assumed HE participation benefits of attending academically selective schools are mixed. Acknowledging the limitations of regression models controlling for pre-existing differences between schools, this study reveals the sensitivity of the estimation results, and the challenge of choosing appropriate baseline variables. Thus, this study calls for more thorough understandings of the mechanism of school effectiveness, and stronger research designs for evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01