The influence of private primary schooling on children's learning: Evidence from three generations of children living in the UK
The influence of private primary schooling on children's learning: Evidence from three generations of children living in the UK
Key takeaways
Bibliography: Parsons, S., Green, F., Ploubidis, G.B., Sullivan, A., Wiggins, R.D., 2017. The influence of private primary schooling on children’s learning: Evidence from three generations of children living in the UK. Br Educ Res J 43, 823–847. https://doi.org/10.1002/berj.3300
Authors:: Samantha Parsons, Francis Green, George B. Ploubidis, Alice Sullivan, R. D. Wiggins
Collections:: UCL BCS Dump
First-page: 823
Much has been made of the academic success of children who have attended private secondary schools in Britain, but far less attention has been directed to whether there are similar benefits from attending a private primary school. Using data from three British birth cohorts—born in 1958, 1970 and 2000/1—this paper profiles the family background and personal characteristics of children at state-funded and private fee-paying schools and then investigates the effect of the type of primary school attended on academic progress made during the primary-school years. Applying ‘valueadded’ linear regression and propensity score-matching techniques, we find evidence of a positive association between private primary-school attendance and a child’s cognitive progress in all three cohorts. This effect remains after accounting for a wide range of individual and family characteristics, despite the very different times and socio-economic circumstances experienced by the children and their families in the three studies. Findings are discussed and compared against contrasting international findings.
content: "@parsonsInfluencePrivatePrimary2017a" -file:@parsonsInfluencePrivatePrimary2017a
Reading notes
Imported on 2024-05-07 21:38
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- & Applying ‘valueadded’ linear regression and propensity score-matching techniques, we find evidence of a positive association between private primary-school attendance and a child’s cognitive progress in all three cohorts. This effect remains after accounting for a wide range of individual and family characteristics, despite the very different times and socio-economic circumstances experienced by the children and their families in the three studies. Findings are discussed and compared against contrasting international findings. (p. 823)
- & The results confirmed that children at private schools from all three generations had a more privileged set of socio-economic circumstances and scored higher in the cognitive assessments at (or near) the start of their time at primary school. (p. 837)