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ERIC Number: EJ1170832
Record Type: Journal
Publication Date: 2018
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0305-4985
Does What You Study at Age 14-16 Matter for Educational Transitions Post-16?
Moulton, Vanessa; Sullivan, Alice; Henderson, Morag; Anders, Jake
Oxford Review of Education, v44 n1 p94-117 2018
This paper considers whether subject choice at 14-16 influences post-16 transitions, taking into account prior academic attainment and school characteristics, and if so, whether this accounts for socioeconomic, gender, and ethnic differences in access to post-16 education. We consider post-16 progression to full-time education, A-levels, and studying two or more facilitating subjects at A-level. We use "Next Steps", a study of 16,000 people born in England in 1989-1990, linked to administrative education records (the National Pupil Database). We find that students pursuing an EBacc-eligible curriculum at 14-16 had a greater probability of progression to all post-16 educational outcomes, while the reverse was true for students taking an applied GCSE subject. Curriculum differences did not explain the social class differences in post-16 progression, but an academic curriculum was equally valuable for working-class as for middle-class pupils. Pursuing an EBacc-eligible curriculum particularly strongly increased the chances of girls and white young people staying in the educational pipeline, whereas applied subjects were particularly detrimental for girls. An EBacc-eligible curriculum at age 14-16 increased the chances of studying subjects preferred by Russell Group universities at A-level.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A