Comprehensive versus Selective Schooling in England in Wales: What Do We Know?

摘要: British secondary schools moved from a system of extensive and early selection tracking in to one with comprehensive during the 1960s 70s. Before reform, students would take an exam at age eleven, which determined whether they attend academically oriented grammar school or lower level school. The reform proceeded uneven pace different areas, so that both systems coexist transition therefore provides excellent laboratory for study impact versus selective on student achievement. Previous studies analyzing this have typically used value added methodology: compare outcomes passing through either type controlling achievement levels time entering education. While seems like reasonable research design, we demonstrate it is unlikely successfully eliminate effects who attends what Very similar results are obtained by looking effect environment 11 7 Since children only enter 11, these likely due bias. Careful choice treatment control using political county as instrument implementation regime do not solve problem.