The Influence of Private Primary Schooling on Children's Learning: Evidence from Three Generations of Children Living in the UK

Autor/inn/en	Parsons, Samantha; Green, Francis; Ploubidis, George B.; Sullivan, Alice; Wiggins, R. D.
Titel	The Influence of Private Primary Schooling on Children's Learning: Evidence from Three Generations of Children Living in the UK
Quelle	In: British Educational Research Journal, 43 (2017) 5, S.823-847 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3300
Schlagwörter	Foreign Countries; Private Schools; Elementary School Students; Family Characteristics; Student Characteristics; Public Schools; Institutional Characteristics; Achievement Gains; Value Added Models; Regression (Statistics); Probability; Correlation; Cognitive Development; Socioeconomic Influences; Longitudinal Studies; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Private school; Privatschule; Public school; Öffentliche Schule; Achievement gain; Leistungssteigerung; Regression; Regressionsanalyse; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Korrelation; Kognitive Entwicklung; Sozioökonomischer Faktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Großbritannien
Abstract	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 "value-added" 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01