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

    Research output: Contribution to journalArticle

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    Abstract

    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
    Volume25
    Issue number9
    Early online date13 Jul 2017
    DOIs
    Publication statusPublished - 21 May 2018

    Fingerprint

    Qualification
    England
    Gold standard
    Two-stage least squares
    Schooling
    Educational choice
    Ability bias
    Government
    Least squares
    Predictors
    Causation
    Educational attainment

    Keywords

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

    Cite this

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    abstract = "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.",
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    What Determines Post-Compulsory Academic Studies? Evidence from the Longitudinal Survey of Young People in England. / Collier, William; Valbuena, Javier (Lead / Corresponding author); Zhu, Yu.

    In: Applied Economics Letters, Vol. 25, No. 9, 21.05.2018, p. 607-610.

    Research output: Contribution to journalArticle

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    AU - Zhu, Yu

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