The Association between Attending a Grammar School and Children's Socio-Emotional Outcomes. New Evidence from the Millennium Cohort Study

Autor/inn/en	Jerrim, John; Sims, Sam
Titel	The Association between Attending a Grammar School and Children's Socio-Emotional Outcomes. New Evidence from the Millennium Cohort Study
Quelle	In: British Journal of Educational Studies, 68 (2020) 1, S.25-42 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2018.1518513
Schlagwörter	Foreign Countries; Self Esteem; Social Development; Emotional Development; Secondary Education; Track System (Education); Early Adolescents; Well Being; Self Concept; Student Motivation; Learner Engagement; Friendship; Truancy; Employment Qualifications; Mental Health; Bullying; Aspiration; Parent Attitudes; Student Attitudes; Academic Achievement; United Kingdom (Northern Ireland); United Kingdom (England); Rosenberg Self Esteem Scale; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Self-esteem; Selbstaufmerksamkeit; Soziale Entwicklung; Gefühlsbildung; Sekundarbereich; Leistungsgruppe; Leistungsdifferenzierung; Well-being; Wellness; Wohlbefinden; Selbstkonzept; Schulische Motivation; Freundschaft; Schulabsentismus; Schulschwänzen; Schulverweigerung; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Psychohygiene; Mobbing; Streben; Elternverhalten; Schülerverhalten; Schulleistung
Abstract	Several areas in the UK allocate children to secondary schools based on exam results at age 11. While many studies have investigated how attending academically selective schools affects pupils' subsequent educational attainment, we know very little about how grammar attendance affects other outcomes, such as pupils' self-confidence, academic self-esteem and aspirations. We investigate this by applying propensity score matching techniques to rich data from the Millennium Cohort Study. Results show that attending a grammar school has very little impact upon pupils' socio-emotional outcomes. Expanding grammar schools is therefore unlikely to benefit pupils in this respect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01