The effect of schools on school leavers’ university participation

Taylor, Chris; Wright, Caroline; Davies, Rhys; Rees, Gareth; Evans, C. Lawrence; Drinkwater, Stephen

doi:10.1080/09243453.2018.1484776

Cited by 5 publications

(8 citation statements)

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“…Deming and colleagues (2014) study students in Charlotte, North Carolina and find that one's high school matters in determining whether one actually participates in postsecondary education. Research using national samples in the U.S. (Altonji & Mansfield, 2011;Rumberger & Palardy, 2005), national data in Wales (Taylor et al, 2018), and statewide databases in the U.S. (Jennings et al, 2015) has found variation across schools of similar magnitude. Jennings and colleagues (2015) go further to argue that the variance in school effects is larger for baccalaureate college attendance than for exam scores.…”

Section: School Effects Research: Canon and Recent Advancesmentioning

confidence: 99%

College Attendance among Low-Income Youth: Explaining Differences across Wisconsin High Schools

Smith

Hirschl

2021

CEPSj

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Bolstering low-income students’ postsecondary participation is important to remediate these students’ disadvantages and to improve society’s overall level of education. Recent research has demonstrated that secondary schools vary considerably in their tendencies to send students to postsecondary education, but existing research has not systematically identified the school characteristics that explain this variation. Identifying these characteristics can help improve low-income students’ postsecondary outcomes. We identify relevant characteristics using population-level data from Wisconsin, a mid-size state in the United States. We first show that Wisconsin’s income-based disparities in postsecondary participation are wide, even net of academic achievement. Next, we show that several geographic characteristics of schools help explain between-secondary school variation in low-income students’ postsecondary outcomes. Finally, we test whether a dense set of school organisational features explain any remaining variation. We find that these features explain virtually no variation in secondary schools’ tendencies to send low-income students to postsecondary education.

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Section: School Effects Research: Canon and Recent Advancesmentioning

confidence: 99%

College Attendance among Low-Income Youth: Explaining Differences across Wisconsin High Schools

Smith

Hirschl

2021

CEPSj

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“…The influence which secondary schools have on students' entry to higher education has attracted research interest in recent years, although our knowledge of it is less extensive than the abundant evidence relating to students' individual characteristics such as attainment, sex or socio-economic status (Taylor et al 2018;Donnelly 2015). The question is whether schools are influential over and above their effects through attainment.…”

Section: Contextmentioning

confidence: 99%

“…Some of this research has distinguished among different categories of higher education. Closest to the classification which is used in the present paper is that by Taylor et al (2018), who studied entry not only to degree courses at any university but also to shorter (usually two-year) courses or to degree courses in the highest-status universities. The distinction between degrees and two-year diplomas is analogous to that between four-year and twoyear programmes in the USA, school effects on entry to which were investigated by Palardy (2015).…”

Section: Previous Researchmentioning

confidence: 99%

“…The conclusion of this body of work is that, on the whole, high-status schools tend to be associated with high-status universities or courses. Taylor et al (2018) found that school effects were particularly strong for entering elite universities. Power and Whitty (2008) even found that students from independent schools whose attainment was too low to allow them to enter elite universities tended to avoid university altogether, whereas similarly qualified students from public-sector schools would go to lower-status universities.…”

Section: Previous Researchmentioning

confidence: 99%

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Higher education and school history in Scotland in the second half of the twentieth century

Paterson

2021

British Journal of Sociology of Education

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The relationship between students' entry to higher education and the history or status of the secondary school which they attended is examined using school leavers' surveys in Scotland stretching from the early 1950s to the late 1990s. The surveys are unique in the length of this period, their details of the higher-education institutions and schools which students attended, and their information on school attainment and on socio-economic status and sex. Universities, colleges and schools were classified in terms of their history in order to understand the role of educational institutions during three periods of reform -the ending of selection to secondary school between the mid-1960s and the late-1970s, and the two waves of expansion of higher education, in the 1960s and in the 1990s. The conclusion is that the distinctive characteristics of particular categories of institution -their institutional habitus -can modify inequality. ContextThe influence which secondary schools have on students' entry to higher education has attracted research interest in recent years, although our knowledge of it is less extensive than the abundant evidence relating to students' individual characteristics such as attainment, sex or socio-economic status (Taylor et al. 2018;Donnelly 2015). The question is whether schools are influential over and above their effects through attainment. A subsidiary question is whether schools modify the direct effects on entry to higher education of sex and socio-economic status, beyond these demographic factors' effects on attainment. The main new evidence in the recent research has related to the role which is played by schools that are independent of public management, and also the role which school context plays, whether that is defined by socio-economic status or by attainment (e.g. Boliver 2013; Sutton Trust 2011). On the whole, independent schools and schools with high proportions of high-SES students tend to have higher rates of entry to higher education, even after controlling statistically for attainment and individual-level SES.In these debates, there has been little attention to how the effects of schools might change over time. That absence is quite surprising. One of the aims of reforms to secondary

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“…Moreover, the knowledge and support required to access elite universities appears unevenly distributed and where schools are more effective at increasing participation, their effect is not uniform. Rather, some schools are better at improving the likelihood of accessing elite universities for females and others for males (Taylor et al ., 2018).…”

Section: Introductionmentioning

confidence: 99%

Geographies of elite higher education participation: An urban ‘escalator’ effect

Davies

Donnelly

Sandoval-Hernández

2021

British Educational Res J

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Based on analysis of an administrative dataset, which includes granular detail on 800,000 English students over a 10‐year period, this article identifies an urban ‘escalator’ effect in entry to elite universities, with disadvantaged youth in the urban centres of England having higher rates of entry than similarly disadvantaged youth located rurally. Using multilevel modelling, as well as Geographic Information System (GIS) methods, the analyses show that while place in itself is not a major contributory factor in entry to elite universities overall, there is a distinct urban–rural patterning to progression. When raw progression rates by area alone are observed, rural areas typically have higher progression rates to elite universities. However, when the full range of individual differences are accounted for, including attainment, socio‐economic status, ethnicity and accessibility to elite universities, the converse is true—localities within and surrounding major urban centres are those with the highest progression rates. A ‘vortex of influences’ is likely to favour urban disadvantaged youth, including the geography of social class and ethnic identities, a legacy of concerted policy interventions within urban areas, as well as the proliferation of widening participation activity in urban centres.

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The effect of schools on school leavers’ university participation

Cited by 5 publications

References 30 publications

College Attendance among Low-Income Youth: Explaining Differences across Wisconsin High Schools

College Attendance among Low-Income Youth: Explaining Differences across Wisconsin High Schools

Higher education and school history in Scotland in the second half of the twentieth century

Geographies of elite higher education participation: An urban ‘escalator’ effect

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