The Return on Post–Compulsory School Mathematics Study

Dolton, Peter; Vignoles, Anna

doi:10.1111/1468-0335.00273

Cited by 42 publications

(44 citation statements)

References 29 publications

(33 reference statements)

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“…Chevalier, 2011;Dolton & Vignoles, 2002). However, there has been little research on the determinants of subject choice within the context of compulsory schooling.…”

Section: Literature Reviewmentioning

confidence: 99%

Social Class, Gender and Ethnic Differences in Subjects Taken at Age 14.

Henderson

Sullivan

Anders

et al. 2018

The Curriculum Journal

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In this paper, we identify patterns of subject and qualification choices made at age 14. Much of the previous research on 'subject choice' has focussed on the later stages of educational trajectories, particularly Higher Education. However, the choices made at early branching points can limit pupils' subsequent options, potentially contributing to educational inequalities. This paper identifies the patterns of General Certificate of Secondary Education (GCSE) subjects chosen by a cohort of young people born in 1989/1990. We make use of the Next Steps data (formerly the Longitudinal Study of Young People in England (LSYPE)) which is linked to the National Pupil Database. We develop an approach to measuring the academic selectivity of subjects and qualifications. We examine the roles of social class, parental education, income, gender and ethnicity in determining participation in these curriculum groupings. Using measures of prior attainment from age thirteen, we address the question of whether curriculum differentials simply reflect differences in prior attainment or whether they actually operate above and beyond existing inequalities. We find clear socio-economic, gender, ethnic and school-level differences in subjects studied which cannot be accounted for by prior attainment.

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“…Chevalier, 2011;Dolton & Vignoles, 2002). However, there has been little research on the determinants of subject choice within the context of compulsory schooling.…”

Section: Literature Reviewmentioning

confidence: 99%

Social Class, Gender and Ethnic Differences in Subjects Taken at Age 14.

Henderson

Sullivan

Anders

et al. 2018

The Curriculum Journal

View full text Add to dashboard Cite

show abstract

“…Currie and Thomas examine scores from a general mental ability test at the age of 7, while Tyler et al analyse the test results of high school drop-outs in math, writing, reading, science and social studies. A range of other studies give further weight to the notion that mental ability levels determine wage levels, including Bishop (1991), Boissiere et al (1985), Dolton and Vignoles (2000), Grogger and Eide (1993) and Murnane et al (2000).…”

Section: Cognitive Abilities Productivity and Wagesmentioning

confidence: 99%

Age and Individual Productivity: A Literature Survey

Skirbekk¹

2004

Populationyearbook

281

164

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This article surveys supervisors' ratings, analyses of piece-rates and employer-employee datasets as well as other approaches used to estimate how individual productivity varies with age. The causes of productivity variations over the life cycle are addressed with an emphasis on how cognitive abilities affect labour market performance. Earnings tend to increase until relative late in the working life, while most evidence suggests that individuals'job performance tends to increase in the first few years of one's entry into the labour market, before it stabilises and often decreases towards the end of one's career. Productivity reductions at older ages are particularly strong when problem solving, learning and speed are important, while older individuals maintain a relatively high productivity level in work tasks where experience and verbal abilities matter more.

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“…Using the NCDS data for England, Dolton and Vignoles (2002) estimated that, after controlling for family background measures and personal attributes including prior ability measures, people who had studied A-level mathematics benefited from an earnings premium between 7% and 10% at age 33. Interestingly the take-up of other A-level subjects did not result in any significant advantage or disadvantage in earnings.…”

Section: Literature Reviewmentioning

confidence: 99%

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

Iannelli

Duta²

2018

Oxford Review of Education

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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.

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The Return on Post–Compulsory School Mathematics Study

Cited by 42 publications

References 29 publications

Social Class, Gender and Ethnic Differences in Subjects Taken at Age 14.

Social Class, Gender and Ethnic Differences in Subjects Taken at Age 14.

Age and Individual Productivity: A Literature Survey

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

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