The use (and misuse) of statistics in understanding social mobility: regression to the mean and the cognitive development of high ability children from disadvantaged homes
AbstractSocial mobility has emerged as one of the key academic and political topics in Britain over the last decade. Although economists and sociologists disagree on whether mobility has increased or decreased, and if this is a bigger issue in the UK than other developed countries, both groups recognise that education and skill plays a key role in explaining intergenerational persistence. This has led academics from various disciplines to investigate how rates of cognitive development may vary between children from rich and poor backgrounds. A number of key studies have definitively shown that a gap in cognitive skill between richer and poorer children is evident from a very early age. Some have also suggested that highly able children from disadvantaged homes are overtaken by their rich (but less able) peers before the age of 10 in terms of their cognitive skill. It is this last conclusion that we focus on in this paper, as it has become a widely cited â€œfactâ€ within the academic literature on social mobility and child development, and has had a major influence on public policy and political debate. We investigate whether this latter finding is due to a spurious statistical artefact known as regression to the mean (RTM). Our analysis suggests that there are serious methodological problems plaguing the existing literature and that, after applying some simple adjustments for RTM, we obtain dramatically different results.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoPaper provided by Department of Quantitative Social Science - Institute of Education, University of London in its series DoQSS Working Papers with number 11-01.
Date of creation: 07 Mar 2011
Date of revision: 20 Apr 2011
Contact details of provider:
Postal: Department of Quantitative Social Science. 20 Bedford Way London WC1H 0AL
Phone: (44) (0)20 7612 6654. Eliminate (44) and add (0) if calling from inside the UK. Add (44) and eliminate (0) if calling from abroad.
Fax: (44) (0)20 7612 6686
Web page: http://www.ioe.ac.uk/research/departments/qss/35445.html
More information through EDIRC
Educational mobility; socio-economic gap; disadvantaged children; regression to the mean;
Find related papers by JEL classification:
- C01 - Mathematical and Quantitative Methods - - General - - - Econometrics
- C54 - Mathematical and Quantitative Methods - - Econometric Modeling - - - Quantitative Policy Modeling
- I2 - Health, Education, and Welfare - - Education
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-03-12 (All new papers)
You can help add them by filling out this form.
Blog mentionsAs found by EconAcademics.org, the blog aggregator for Economics research:CitEc Project, subscribe to its RSS feed for this item.
- Sushmita Nalini Das, 2014. "Do "Child-Friendly" Practices affect Learning? Evidence from Rural India," DoQSS Working Papers 14-03, Department of Quantitative Social Science - Institute of Education, University of London.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Lindsey Macmillan).
If references are entirely missing, you can add them using this form.