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Examination performance in Scottish secondary schools: an ordered logit approach

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  • John Sawkins

Abstract

This paper analyses the determinants of educational outcomes for Scottish secondary schools. Using an ordered logit model with data on school examination performance for pupils in the last year of compulsory education, separate equations are estimated for 1993-1994 and 1998-1999. The empirical results, in line with previous British studies, underline the importance of family, peer group and school influences in determining educational outcomes. They cast doubt, however, on suggestions that there is an 'optimal' size of school.

Suggested Citation

  • John Sawkins, 2002. "Examination performance in Scottish secondary schools: an ordered logit approach," Applied Economics, Taylor & Francis Journals, vol. 34(16), pages 2031-2041.
    • Handle: RePEc:taf:applec:v:34:y:2002:i:16:p:2031-2041
    DOI: 10.1080/00036840210124559
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    References listed on IDEAS

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    1. Prais,S. J., 1995. "Productivity, Education and Training," Cambridge Books, Cambridge University Press, number 9780521556675.
    2. Donald Robertson & James Symons, 1996. "Do peer Groups Matter? Peer Groups versus Schooling Effects on Academic Attainment," CEP Discussion Papers dp0311, Centre for Economic Performance, LSE.
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    Cited by:

    1. Foreman-Peck, James & Foreman-Peck, Lorraine, 2006. "Should schools be smaller? The size-performance relationship for Welsh schools," Economics of Education Review, Elsevier, vol. 25(2), pages 157-171, April.
    2. Changhui Kang, 2007. "Academic interactions among classroom peers: a cross-country comparison using TIMSS," Applied Economics, Taylor & Francis Journals, vol. 39(12), pages 1531-1544.

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