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ERIC Number: ED530139
Record Type: Non-Journal
Publication Date: 2007-Aug
Pages: 44
Abstractor: As Provided
Reference Count: 20
ISBN: ISBN-978-0-8532-8196-2
ISSN: ISSN-2045-6557
Educational Effects of Widening Access to the Academic Track: A Natural Experiment. CEE DP 85
Maurin, Eric; McNally, Sandra
Centre for the Economics of Education (NJ1)
It is difficult to know whether widening access to schools which provide a more academically oriented general education makes a difference to average educational achievement. We make use of reforms affecting admission to the "high ability" track in Northern Ireland, but not England. The comparison of educational outcomes between Northern Ireland and England before and after the reform identifies the net effect of expanding the academic track to accommodate more students. This is composed of the direct effect of the more academic track on individual performance and the indirect effect arising on account of the change in peer group composition. Our paper is relevant to debate on the consequences of ability tracking and of expanding access to the academic track. (Contains 19 figures, 2 tables and 27 footnotes.)
Centre for the Economics of Education. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7955-7595; e-mail: cee@lse.ac.uk; Web site: http://cee.lse.ac.uk
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: Department for Children, Schools and Families
Authoring Institution: London School of Economics & Political Science, Centre for the Economics of Education
Identifiers - Location: United Kingdom (England); United Kingdom (Northern Ireland)