The socio-economic gradient in teenagers' literacy skills: how does England compare to other countries?
A number of studies have explored the link between family background and children's achievement in a cross-national context. A common finding is that there is a stronger association in England than other parts of the developed world. Rather less attention has been paid, however, to England's comparative position at different points of the conditional achievement distribution. Is the test score gap particularly big between the most able children from advantaged and disadvantaged homes, or are differences particularly pronounced between low achievers? This issue is investigated using the Programme for International Student Assessment (PISA) 2009 dataset. The association between family background and high achievement is found to be stronger in England than other developed countries, and that there is little evidence that this has changed over time. However, socio-economic differences at the bottom of the achievement distribution are no more pronounced in England than elsewhere. I discuss the implications of these findings for social mobility and educational policy in the UK.
|Date of creation:||29 Jun 2012|
|Contact details of provider:|| Postal: Department of Quantitative Social Science. UCL IOE, 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
When requesting a correction, please mention this item's handle: RePEc:qss:dqsswp:1204. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Bilal Nasim)
If references are entirely missing, you can add them using this form.