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Education, Location, Education: A Spatial Analysis of English Secondary School Public Examination Results

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  • Ian Gordon

    (Department of Geography and Environment, London School of Economics, Houghton Street, London, WC2A 2AE, UK, I.R.Gordon@lse.ac.uk)

  • Vassilis Monastiriotis

    (Vassilis Monastiriotis is in the Hellenic Observatory, European Institute, London School of Economics, Cowdray House (J205), Houghton Street, London, WC2A 2AE, UK, v.monastiriotis@lse.ac.uk)

Abstract

To complement analyses of how education affects locational outcomes in labour and housing markets, this paper investigates the impact of location (at neighbourhood and sub-regional scales) on English secondary school public exam results. This is explored both in terms of grades/points achieved by pupils and official attributions of 'value added', which have been related to sets of both school and area characteristics, including proximities to preferred school types. Evidence for neighbourhood and/or peer-group effects is sought via the non-linearity of relations between aggregate results and local population/pupil attributes. At school/neighbourhood level, such non-linear relations are found with the class/ethnic composition of local populations, school absence and SEN rates, and school intake quality, with the strongest effects for each operating in the most advantaged rather than the most deprived contexts. At sub-regional level, strong social class effects favouring the south are found to be substantially offset by 'crowding out' effects on teacher supply in economically successful areas.

Suggested Citation

  • Ian Gordon & Vassilis Monastiriotis, 2007. "Education, Location, Education: A Spatial Analysis of English Secondary School Public Examination Results," Urban Studies, Urban Studies Journal Limited, vol. 44(7), pages 1203-1228, June.
    • Handle: RePEc:sae:urbstu:v:44:y:2007:i:7:p:1203-1228
    DOI: 10.1080/00420980701302387
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    References listed on IDEAS

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    Cited by:

    1. Ralph Hippe & Luisa De Sousa Lobo Borges de Araujo & Patricia Dinis Mota da Costa, 2016. "Equity in Education in Europe," JRC Research Reports JRC104595, Joint Research Centre.
    2. Andy Dickerson & Steven McIntosh, 2013. "The Impact of Distance to Nearest Education Institution on the Post-compulsory Education Participation Decision," Urban Studies, Urban Studies Journal Limited, vol. 50(4), pages 742-758, March.
    3. Herbst, Mikolaj & Rivkin, Steven, 2013. "Divergent historical experiences and inequality in academic achievement: The case of Poland," Journal of Behavioral and Experimental Economics (formerly The Journal of Socio-Economics), Elsevier, vol. 42(C), pages 1-12.
    4. Martin Thrupp, 2007. "School Admissions and the Segregation of School Intakes in New Zealand Cities," Urban Studies, Urban Studies Journal Limited, vol. 44(7), pages 1393-1404, June.
    5. Lili Xiang & Myles Gould & John Stillwell, 2022. "What determines pupils’ travel distance to school in China? A multilevel analysis of educational access in Beijing," Urban Studies, Urban Studies Journal Limited, vol. 59(5), pages 1048-1067, April.
    6. Venla Bernelius & Katja Vilkama, 2019. "Pupils on the move: School catchment area segregation and residential mobility of urban families," Urban Studies, Urban Studies Journal Limited, vol. 56(15), pages 3095-3116, November.

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