What Determines Post-Compulsory Academic Studies? Evidence from the Longitudinal Survey of Young People in England

William Collier, Javier Valbuena (Lead / Corresponding author), Yu Zhu

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    We show that educational attainments at the end of the compulsory schooling stage are powerful predictors for post-compulsory educational choices in England. In particular, the single academic success indicator of achieving the Government’s gold standard in GCSE, is able to predict virtually all the observed incidences of post-compulsory studies for academic qualifications. Notwithstanding, Two Stage Least Squares estimation which exploits variations in school starting age induced by school entry rules suggests that the least-squares effect of achieving the gold standard in GCSEs on studying for academic qualifications is due to ability bias or reverse causation.
    Original languageEnglish
    Pages (from-to)607-610
    Number of pages4
    JournalApplied Economics Letters
    Issue number9
    Early online date13 Jul 2017
    Publication statusPublished - 21 May 2018



    • Educational choice
    • Two Stage Least Squares
    • Gold standard in GCSEs
    • Relative school starting age

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