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The association between attending a grammar school and children's socio-emotional outcomes

Jerrim, JP; Sims, S; (2020) The association between attending a grammar school and children's socio-emotional outcomes. British Journal of Educational Studies , 68 (1) pp. 25-42. 10.1080/00071005.2018.1518513. Green open access

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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.

Type: Article
Title: The association between attending a grammar school and children's socio-emotional outcomes
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/00071005.2018.1518513
Publisher version: https://doi.org/10.1080/00071005.2018.1518513
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, socio-emotional outcomes
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/10054038
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