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Tracking pupils into adulthood: selective schools and long-term well-being in the 1958 British cohort

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  • Jones, A.M.;
  • Pastore, C.;
  • Rice, N.;

Abstract

We explore the effect of tracking pupils by ability into different secondary schools on adult health, well-being and labour outcomes in England. We address selection bias by balancing individual pre-treatment characteristics via entropy matching, followed by parametric regressions estimated via OLS and IV approaches. Ability tracking does not affect long-term health and well-being, while it marginally raises hourly wages for low-ability pupils, compared to a mixed-ability system. Cognitive and non-cognitive abilities measured prior to secondary school are more significant and positive predictors of adult outcomes. Particularly, non-cognitive skills may have a protective role for adult health for lower cognitive ability children.

Suggested Citation

  • 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.
    • Handle: RePEc:yor:hectdg:18/32
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    More about this item

    Keywords

    ability tracking; educational reform; well-being; health; entropy balancing; instrumental variables;
    All these keywords.

    JEL classification:

    • I26 - Health, Education, and Welfare - - Education - - - Returns to Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • I1 - Health, Education, and Welfare - - Health
    • C21 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Cross-Sectional Models; Spatial Models; Treatment Effect Models
    • C26 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Instrumental Variables (IV) Estimation

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