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Grammar schools: Socio-economic differences in entrance rates and the association with socio-emotional outcomes

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  • John Jerrim

    (University College London)

  • Sam Sims

    (University College London)

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  • John Jerrim & Sam Sims, 2020. "Grammar schools: Socio-economic differences in entrance rates and the association with socio-emotional outcomes," DoQSS Working Papers 20-11, Quantitative Social Science - UCL Social Research Institute, University College London.
    • Handle: RePEc:qss:dqsswp:2011
    as

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    File URL: http://repec.ioe.ac.uk/REPEc/pdf/qsswp2011.pdf
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    References listed on IDEAS

    as
    1. Lex Borghans & Angela Lee Duckworth & James J. Heckman & Bas ter Weel, 2008. "The Economics and Psychology of Personality Traits," Journal of Human Resources, University of Wisconsin Press, vol. 43(4).
    2. Nina Guyon & Eric Maurin & Sandra McNally, 2012. "The Effect of Tracking Students by Ability into Different Schools: A Natural Experiment," Journal of Human Resources, University of Wisconsin Press, vol. 47(3), pages 684-721.
    3. Eric A. Hanushek & Ludger Wössmann, 2006. "Does Educational Tracking Affect Performance and Inequality? Differences- in-Differences Evidence Across Countries," Economic Journal, Royal Economic Society, vol. 116(510), pages 63-76, March.
    4. 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.
    5. repec:hal:pseose:halshs-00754588 is not listed on IDEAS
    6. John Jerrim & Anna Vignoles, 2013. "Social mobility, regression to the mean and the cognitive development of high ability children from disadvantaged homes," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 176(4), pages 887-906, October.
    7. Jo Blanden & Paul Gregg & Lindsey Macmillan, 2013. "Intergenerational persistence in income and social class: the effect of within-group inequality," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 176(2), pages 541-563, February.
    8. Anirban Basu & Andrew M. Jones & Pedro Rosa Dias, 2014. "The Roles of Cognitive and Non-Cognitive Skills in Moderating the Effects of Mixed-Ability Schools on Long-Term Health," NBER Working Papers 20811, National Bureau of Economic Research, Inc.
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