MARC Record from Library of Congress

LEADER: 02747cam a22003137a 4500
001 2006615774
003 DLC
005 20060411121922.0
007 cr |||||||||||
008 060411s2006 gw sb 000 0 eng
010 $a 2006615774
040 $aDLC$cDLC
043 $ae-uk-en$ae-uk-wl
050 00 $aHD5701
100 1 $aManning, Alan.
245 10 $aComprehensive versus selective schooling in England and Wales$h[electronic resource] :$bwhat do we know? /$cby Alan Manning, Jörn-Steffen Pischke.
260 $aBonn, Germany :$bIZA,$c[2006]
490 1 $aDiscussion paper ;$vno. 2072
538 $aSystem requirements: Adobe Acrobat Reader.
538 $aMode of access: World Wide Web.
500 $aTitle from PDF file as viewed on 4/11/2006.
530 $aAlso available in print.
504 $aIncludes bibliographical references.
520 3 $a"British secondary schools moved from a system of extensive and early selection and tracking in secondary schools to one with comprehensive schools during the 1960s and 70s. Before the reform, students would take an exam at age eleven, which determined whether they would attend an academically oriented grammar school or a lower level secondary school. The reform proceeded at an uneven pace in different areas, so that both secondary school systems coexist during the 1960s and 70s. The British transition therefore provides an excellent laboratory for the study of the impact of a comprehensive versus a selective school system on student achievement. Previous studies analyzing this transition have typically used a value-added methodology: they compare outcomes for students passing through either type of school controlling for achievement levels at the time of entering secondary education. While this seems like a reasonable research design, we demonstrate that it is unlikely to successfully eliminate selection effects in who attends what type of school. Very similar results are obtained by looking at the effect of secondary school environment on achievement at age 11 and controlling for age 7 achievement. Since children only enter secondary school at age 11, these effects are likely due to selection bias. Careful choice of treatment and control areas, and using political control of the county as an instrument for early implementation of the comprehensive regime do not solve this problem"--Forschungsinstitut zur Zukunft der Arbeit web site.
650 0 $aComprehensive high schools$zEngland.
650 0 $aComprehensive high schools$zWales.
700 1 $aPischke, Jörn-Steffen.
830 0 $aDiscussion paper (Forschungsinstitut zur Zukunft der Arbeit : Online) ;$vno. 2072
856 40 $uhttp://www.iza.org/en/webcontent/publications/papers/viewAbstract?dp_id=2072