Anders, J;
Henderson, M;
Moulton, V;
Sullivan, A;
(2018)
Incentivising Specific Combinations of Subjects – Does It Make Any Difference to University Access?
National Institute Economic Review
, 243
(1)
R37-R52.
10.1177/002795011824300113.
Preview |
Text
Anders_002795011824300113.pdf - Published Version Download (208kB) | Preview |
Abstract
A major part of the 2010–15 UK government's education reforms in England was a focus on the curriculum that pupils study from ages 14–16. Most high profile was the introduction of the English Baccalaureate (EBacc) performance measure for schools, incentivising study of “subjects the Russell Group identifies as key for university study” (Gibb, 2011). However, there does not appear to be good quantitative evidence about the importance of studying such a set of subjects, per se. This paper sets out to analyse this question, considering whether otherwise similar young people who study specific sets of subjects (full set for EBacc-eligibility, two or more sciences, foreign languages, applied subjects) to age 16 have different probabilities of entering university, and specifically a high-status university. It compares results from regression modelling and propensity score matching, taking advantage of rich survey data from a recent cohort of young people in England. We find that conditional differences in university entry attributable to subject choice are, at most, small.
| Type: | Article |
|---|---|
| Title: | Incentivising Specific Combinations of Subjects – Does It Make Any Difference to University Access? |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1177/002795011824300113 |
| Publisher version: | https://doi.org/10.1177/002795011824300113 |
| Language: | English |
| Additional information: | This article is distributed under the terms of the Creative Commons Attribution 4.0 License (http://www.creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage). |
| Keywords: | subject choice: English Baccalaureate, accountability measures, university accessI20 |
| UCL classification: | UCL 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 - Learning and Leadership UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10041440 |
Archive Staff Only
 |
View Item |
