Inequalities in school leavers’ labour market outcomes: do school subject choices matter?

Abstract

Despite a wide international literature on the effect of vocational and general education on school-to-work transition, relatively little is known about the role of having studied specific subjects in explaining inequalities in young people's labour market outcomes. This paper aims to fill this gap by examining differences in employment chances of young people who left education early, either at the end of compulsory schooling or at the end of secondary school. Using data from the Scottish Longitudinal Study, a large-scale linkage study created using data from administrative and statistical sources, we found little gender differences but strong parental background differences in school leavers' employment status and type of occupation entered. Social inequalities in labour market outcomes were only partly explained by curriculum choices. Moreover, after controlling for social origin and grades, only history and business for lower-secondary leavers and maths for upper-secondary leavers were associated with a reduction in the chances of being unemployed/ inactive.

Do schools matter? An exploration of the determinants of lower secondary school subject choices under the Scottish Curriculum for Excellence

“…Indeed, subject choice as early as at age 14–15 determines: (1) subject choice for Higher (level 6) qualifications; (2) whether young people would be able to make a transition into higher education; and (3) to what type of educational institutions they are likely to be admitted (e.g. Iannelli & Duta, ). Curriculum choices at age 15 are also linked to social class destinations, for example low skilled occupations in later life (ibid.…”

“…It is possible that schools with students from less advantageous social backgrounds offer young people a number and composition of subject choices that they deem appropriate for them, namely ‘easy’ vocational subjects (e.g. Iannelli & Duta, ). Schools, which on average do not perform well on attainment, might decide that a more limited subject choice will increase chances of young people to do well in exams, and thus might reduce the number of subject choices to boost the school's overall performance.…”

“…Iannelli, ; Iannelli et al ., ; Playford et al . ; Iannelli & Duta, ; Smyth & Hannan, ). Within CfE, curriculum design varies according to local authority.…”

“…There is a link between curriculum choices and the family background of young people (e.g. Iannelli et al ., ; Henderson et al ., ; Iannelli & Duta, ). There is also a link between the social and ability compositions of school intake and subject choices of pupils (e.g.…”

“…see Keddie et al ., ; Priestley, ). Given the importance of curriculum choices made at 15 (Iannelli & Duta, ), it is necessary to understand the contemporary trends in subject choices, the way CfE has impacted these choices, and the extent to which this impact varies across schools of different characteristics, and between pupils from different socio‐economic backgrounds.…”