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Religion, religiosity and educational attainment: evidence from the compulsory education system in England

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  • John Moffat
  • Hong Il Yoo

Abstract

This paper investigates the effect of religion on the educational attainment of pupils in their final year of compulsory education in England. The results show that pupils that identify with any religion have better academic performance than other pupils, after controlling for various family, parental and neighbourhood characteristics. The outperformance is reinforced by previous attendance at religious classes but there is no similar effect from considering religion to be very important to their life. Allowing for religion-specific effects shows that Muslim pupils outperform Christian pupils although the performance of the latter group is boosted by attendance at religious classes.

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  • John Moffat & Hong Il Yoo, 2020. "Religion, religiosity and educational attainment: evidence from the compulsory education system in England," Applied Economics, Taylor & Francis Journals, vol. 52(4), pages 430-442, January.
    • Handle: RePEc:taf:applec:v:52:y:2020:i:4:p:430-442
    DOI: 10.1080/00036846.2019.1646872
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    Cited by:

    1. Einat Jan, 2023. "The political influence of an interest group: A comparative study on the Muslim minority in the United States and Britain," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-11, December.

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