The Outcomes of Educational Welfare Officer Contact in England

Autor/inn/en	Henderson, Morag; Cheung, Sin Yi; Sharland, Elaine; Scourfield, Jonathan
Titel	The Outcomes of Educational Welfare Officer Contact in England
Quelle	In: British Educational Research Journal, 42 (2016) 3, S.399-416 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3212
Schlagwörter	Foreign Countries; Welfare Services; Welfare Recipients; Student Behavior; Behavior Problems; Academic Achievement; Outcomes of Education; Longitudinal Studies; Surveys; Adolescents; Probability; Regression (Statistics); College Attendance; Benchmarking; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Fürsorgeeinrichtung; Sozialhilfeempfänger; Sozialhilfeempfängerin; Student behaviour; Schülerverhalten; Schulleistung; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Regression; Regressionsanalyse; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit
Abstract	The key purpose of educational welfare officers in England is to support students and parents to maximise educational opportunities for young people. However more is known about their role in relation to school attendance than in relation to pupils' educational outcomes. Using the Longitudinal Survey of Young People in England (LSYPE), this paper investigates the characteristics of teenagers who received educational welfare contact because of their behaviour between 2004 and 2006. With observational data it is often difficult to isolate respondents exposed to a particular intervention or "treatment", because of non-random allocation. We address this using inverse-probability-weighted regression adjustment (IPWRA) to estimate more accurately the effect of educational welfare contact on outcomes of educational achievement and aspiration. Our findings indicate that young people who had educational welfare contact because of their behaviour were less likely to apply to university, less confident in university acceptance if they applied and had lower odds of achieving five General Certificate of Secondary Education at grades A*-C, the government benchmark for education achievement at age 16. We discuss the limitations we face and implications of these findings for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01