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Access to grammar schools by socio-economic status

Macmillan, LA; Burgess, S; Crawford, C; (2018) Access to grammar schools by socio-economic status. Environment and Planning A: Economy and Space , 50 (7) pp. 1381-1385. 10.1177/0308518X18787820. Green open access

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Abstract

One of the main motivations given for the proposed new expansion of grammar schools in England is to improve social mobility. We assess the role of existing grammar schools in promoting social mobility by examining access to grammar schools, differentiating among the 85% non-poor pupils using the National Pupil Database. We find stark differences in grammar school attendance within selective areas by socio-economic status, even when comparing pupils with the same Key Stage 2 attainment. High attaining children from the most deprived backgrounds are significantly less likely to attend a grammar school compared to similarly high attaining children from the least deprived backgrounds. Given these large inequalities in attendance to grammar schools, conditional on achievement, it is hard to see how such a system would promote the aim of improving social mobility.

Type: Article
Title: Access to grammar schools by socio-economic status
Open access status: An open access version is available from UCL Discovery
DOI: 10.1177/0308518X18787820
Publisher version: https://doi.org/10.1177%2F0308518X18787820
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Grammar schools, social mobility, inequality
UCL classification: UCL > Provost and Vice Provost Offices
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 - Social Science
URI: http://discovery.ucl.ac.uk/id/eprint/10053242
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