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Assessing the role of grammar schools in promoting social mobility

Author

Listed:
  • Simon Burgess

    (Department of Economics, University of Bristol)

  • Claire Crawford

    (Department of Economics, University of Warwick and Institute of Fiscal Studies)

  • Lindsey Macmillan

    (Department of Social Science, University College London)

Abstract

One of the main motivations given for the proposed new expansion of grammar schools in England is to improve social mobility. We assess the role of existing grammar schools in promoting social mobility by examining a) access to grammar schools, differentiating among the 85 per cent non-poor pupils, and b) the higher education outcomes of those who attend a grammar school relative to those who just miss out and relative to those who attend similar schools in non-selective areas. We find stark differences in grammar school attendance within selective areas by SES, even when comparing pupils with the same Key Stage 2 attainment. We also find that grammar school pupils are more likely to participate in higher education, and attend a high-status university than those who just miss out in selective areas. However, conditional on attendance and prior attainment, they do not perform as well at university. Worryingly, those who miss out on grammar places in selective areas who are high-attaining at primary school are significantly less likely to participate in university, attend a high-status university or achieve a good degree classification compared to equivalent pupils in non-selective areas. This highlights the harm that selective systems cause to those who do not make it into grammar schools. Taken together, these inequalities in access and outcomes suggest that grammar schools do not promote social mobility and actually work against it.

Suggested Citation

  • Simon Burgess & Claire Crawford & Lindsey Macmillan, 2017. "Assessing the role of grammar schools in promoting social mobility," DoQSS Working Papers 17-09, Quantitative Social Science - UCL Social Research Institute, University College London.
    • Handle: RePEc:qss:dqsswp:1709
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    References listed on IDEAS

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    1. Simon Burgess & Matt Dickson & Lindsey Macmillan, 2020. "Do selective schooling systems increase inequality?," Oxford Economic Papers, Oxford University Press, vol. 72(1), pages 1-24.
    2. Haroon Chowdry & Claire Crawford & Lorraine Dearden & Alissa Goodman & Anna Vignoles, 2013. "Widening participation in higher education: analysis using linked administrative data," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 176(2), pages 431-457, February.
    3. Adele Atkinson & Paul Gregg & Brendon McConnell, 2006. "The Result of 11 Plus Selection: An Investigation into Opportunities and Outcomes for Pupils in Selective LEAs," The Centre for Market and Public Organisation 06/150, The Centre for Market and Public Organisation, University of Bristol, UK.
    4. Claire Crawford, 2014. "Socio-economic differences in university outcomes in the UK: drop-out, degree completion and degree class," IFS Working Papers W14/31, Institute for Fiscal Studies.
    5. Jo Blanden & Paul Gregg & Lindsey Macmillan, 2007. "Accounting for Intergenerational Income Persistence: Noncognitive Skills, Ability and Education," Economic Journal, Royal Economic Society, vol. 117(519), pages 43-60, March.
    6. Paul Gregg & Lindsey Macmillan & Claudia Vittori, 2017. "Moving Towards Estimating Sons' Lifetime Intergenerational Economic Mobility in the UK," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 79(1), pages 79-100, February.
    7. Smith, Jeremy & Naylor, Robin, 2005. "Schooling effects on subsequent university performance: evidence for the UK university population," Economics of Education Review, Elsevier, vol. 24(5), pages 549-562, October.
    8. Burgess, Simon, 2016. "Human Capital and Education: The State of the Art in the Economics of Education," IZA Discussion Papers 9885, Institute of Labor Economics (IZA).
    9. Claire Crawford & Paul Gregg & Lindsey Macmillan & Anna Vignoles & Gill Wyness, 2016. "Higher education, career opportunities, and intergenerational inequality," Oxford Review of Economic Policy, Oxford University Press and Oxford Review of Economic Policy Limited, vol. 32(4), pages 553-575.
    10. Hart, Robert A & Moro, Mirko & Roberts, J Elizabeth, 2012. "Date of birth, family background, and the 11 plus exam: short- and long-term consequences of the 1944 secondary education reforms in England and W ales," Stirling Economics Discussion Papers 2012-10, University of Stirling, Division of Economics.
    11. repec:bri:cmpowp:13/323 is not listed on IDEAS
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    Cited by:

    1. Kitty Stewart & Kerris Cooper & Isabel Shutes, 2019. "What does Brexit mean for social policy in the UK? An exploration of the potential consequences of the 2016 referendum for public services, inequalities and social rights," CASE - Social Policies and Distributional Outcomes Research Papers 03, Centre for Analysis of Social Exclusion, LSE.
    2. Jones, A.M.; & Pastore, C.; & Rice, N.;, 2018. "Tracking pupils into adulthood: selective schools and long-term well-being in the 1958 British cohort," Health, Econometrics and Data Group (HEDG) Working Papers 18/32, HEDG, c/o Department of Economics, University of York.
    3. repec:cep:spccrr:spdorp03 is not listed on IDEAS

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    More about this item

    Keywords

    Grammar schools; Social mobility;

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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