The Effect of School Quality on Educational Attainment and Wages

Dearden, Lorraine; Ferri, Javier; Meghir, Costas

doi:10.1162/003465302317331883

Cited by 185 publications

(144 citation statements)

References 23 publications

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“…Single-sex schooling was not associated with any difference in the chances of obtaining post-16 qualifications for either sex either at A level or the highest level attained by age 33, once the sector of the school (private, grammar, secondary modern or comprehensive) was taken into account. This is consistent with the pattern of results reported by Dearden et al (2002) regarding qualifications at age 33. However, we found that both sexes were more likely to gain qualifications at both O and A level, in subjects associated with the opposite sex-mathematics, physics and chemistry for girls, English and modern languages for boys-if they attended a single-sex school.…”

supporting

confidence: 92%

Single‐sex schooling and labour market outcomes

Sullivan

Joshi

Leonard

2011

Oxford Review of Education

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One quarter of the 1958 British Birth cohort attended single-sex secondary schools. This paper asks whether sex-segregated schooling had any impact on the experience of gender differences in the labour market in mid-life. We examine outcomes at age 42, allowing for socio-economic origins and abilities measured in childhood. We find no net impact of single-sex schooling on the chances of being employed in 2000, nor on the horizontal or social class segregation of mid-life occupations. But we do find a positive premium (5%) on the wages of women (but not men), of having attended a single-sex school. This was accounted for by the relatively good performance of girls-only school students in post-16 qualifications, not by the wider range of subjects studied by both girls and boys at single-sex schools. Men's labour market attainments were more closely related to attending private schools and to parental class, suggesting that the intergenerational transmission of advantage, while not related to coeducation, is related to gender. IntroductionAre gender differences in the labour market reinforced-or counteracted-by the declining practice of educating boys and girls in separate secondary schools? Coeducational schooling might have been expected to lead to greater mixing of the sexes in both further studies and professional life, but the opposite argument has also been made, especially for women: that co-education discourages girls from pursuing traditionally male occupational paths. A further claim made by advocates of single-sex schooling for girls, such as the Girls' Schools Association is that single-sex schooling produces women who are more likely to be high-fliers and pursue leadership positions in their careers. Counter to this, it can be argued that the reason that so many 'high-flying' women have attended single-sex schools is due to the prevalence of single-sex schooling in the private and selective sectors.Our study of the careers of the 1958 British cohort, for whom single-sex secondary schooling was still relatively common, has supported the view that it is co-educational Downloaded by [UQ Library] at 13:23 19 November 2014 312 A. Sullivan et al.schooling which exacerbates gender segregation, at least when it comes to academic qualifications (Sullivan et al., 2009;Sullivan et al., 2010). So, far from expecting sexsegregation in school to be reflected in a sex-segregated experience of the labour market in adult life, we would expect any association to be in the reverse direction, even allowing for the background advantages of the 1958 cohort which were associated with both attending single-sex schools and with employment in more integrated types of occupation as adults.Based on these findings, we may conjecture that co-educational rather than singlesex schools may have reinforced occupational gender stereotyping. If reducing the pressure towards gendered subject choices led to a better development of academic abilities at later stages, we should expect to see less gender segregated employment and higher remune...

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supporting

confidence: 92%

Single‐sex schooling and labour market outcomes

Sullivan

Joshi

Leonard

2011

Oxford Review of Education

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“…In order to illustrate the latent classes approach we apply it to the definition of social types amongst the members of the NCDS, a cohort study extensively used in earlier literature on disparities in education (Carneiro et al 2007;Jones et al 2014), wages (Dearden et al 2002) and health (Rosa Dias 2009;Tubeuf et al 2012a, b). It follows the cohort of nearly 17,000 individuals born in Great Britain in the week of 3rd March 1958, from birth up until age of 46, throughout eight waves of data collection and interviews.…”

Section: Datamentioning

confidence: 99%

“…Finally, in Sect. 4, we illustrate our approach by applying it to UK data from the National Child Development Study (NCDS); this dataset has been extensively used in the literature to analyse inequality of opportunity and disparities in a wide range of social outcomes (see, for example, Dearden et al 2002;Carneiro et al 2007;Rosa Dias 2010;Tubeuf et al 2012a, b).…”

mentioning

confidence: 99%

Empirical definition of social types in the analysis of inequality of opportunity: a latent classes approach

2014

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The empirical analysis of inequality of opportunity centres on disparities between social types, defined by the exposure to circumstances beyond individual control. Despite this, its main theoretical foundation-the Roemer model-does not indicate how to carry out, in practice, the required partition of the population into such types. This paper operationalises this definition of social types using a latent classes approach. Our specification is embedded in a probabilistic extension of the canonical Roemer model, which assumes that the relevant population consists of a finite number of latent types, from which each individual can be treated as a random draw. This makes possible the use of the full set of circumstances in the data, allows for unobserved individual heterogeneity and does not require an ex-ante specification of the number of types by the researcher. Our approach is illustrated by an empirical application featuring a large UK cohort study that was used in earlier literature to examine inequalities of opportunity in a wide array of social outcomes.

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“…Wahba (1999, 2002) and Smith and Todd (2004) provide recent applications and discussions of propensity score matching methods. Dearden et al (2002), and Heckman and Vytlacil (2001) undertake related analyses in the context of estimating the labor market e ects of high school characteristics and years of schooling.…”

Section: Using Semiparametric and Nonparametric Methods To Account Fomentioning

confidence: 99%

The econometrics of higher education: editor's view

Marsh¹

2004

Journal of Econometrics

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The Effect of School Quality on Educational Attainment and Wages

Cited by 185 publications

References 23 publications

Single‐sex schooling and labour market outcomes

Single‐sex schooling and labour market outcomes

Empirical definition of social types in the analysis of inequality of opportunity: a latent classes approach

The econometrics of higher education: editor's view

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