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How Do Academically Selective School Systems Affect Pupils’ Social-Emotional Competencies? New Evidence From the Millennium Cohort Study

Jerrim, J; Sims, S; (2019) How Do Academically Selective School Systems Affect Pupils’ Social-Emotional Competencies? New Evidence From the Millennium Cohort Study. American Educational Research Journal 10.3102/0002831219830965. (In press). Green open access

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Abstract

An extensive literature has investigated the link between living in an area with an academically selective schooling system and young people’s educational outcomes. In contrast, evidence on the link between selective education and young people’s wider outcomes is relatively sparse. This article uses rich survey data to test whether young people living in selective education areas in England have better academic, social, and emotional outcomes than their peers who live in nonselective areas. Results show that exposure to the selection process has limited impact upon young people’s socioemotional outcomes. We do find, however, that selective systems increase the socioeconomic gradient of educational aspirations, driven by divergence between those who do and do not gain entry to the selective track.

Type: Article
Title: How Do Academically Selective School Systems Affect Pupils’ Social-Emotional Competencies? New Evidence From the Millennium Cohort Study
Open access status: An open access version is available from UCL Discovery
DOI: 10.3102/0002831219830965
Publisher version: https://doi.org/10.3102/0002831219830965
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, selective education, socioemotional skills, tracking
UCL classification: UCL
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 - 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/10071427
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