Meaningful Destinations: Using National Data to Investigate How Different Education Pathways Support Young People's Progression in England

Autor/inn/en	Vidal Rodeiro, Carmen; Williamson, Joanna
Titel	Meaningful Destinations: Using National Data to Investigate How Different Education Pathways Support Young People's Progression in England
Quelle	In: Research Papers in Education, 34 (2019) 6, S.725-748 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vidal Rodeiro, Carmen) ORCID (Williamson, Joanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2018.1536889
Schlagwörter	Foreign Countries; Outcomes of Education; Educational Quality; Vocational Education; Academic Education; Secondary Education; Postsecondary Education; Employment; Institutional Characteristics; Secondary Schools; Geographic Regions; Socioeconomic Status; Gender Differences; Educational Attainment; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lernleistung; Schulerfolg; Quality of education; Bildungsqualität; Ausbildung; Berufsbildung; Akademische Bildung; Sekundarbereich; Post-secondary education; Tertiäre Bildung; Dienstverhältnis; Sekundarschule; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut
Abstract	Until recently, school accountability measures in England have focused on assessment results rather than on what students do after they leave school/college. However, destination measures are increasingly being seen as key tools in assessing how schools prepare their students for a successful transition into the next stage of education or training, or into employment. Research into destinations has been limited in the past due to data availability. However, recent linked data from the Department for Education offers the opportunity to examine the relationship between students' education and their destinations. This research investigated, in particular, how different qualifications and pathways support students' progression. Our findings showed statistically significant effects of secondary education pathway. After taking into account student and school characteristics, vocational pathways in lower secondary education led to higher progression to any destination (education, employment or training) than any other pathway amongst students with low attainment. However, as the students' attainment levels increased, those following academic or mostly academic pathways had higher progression than those on vocational or mostly vocational routes. Upper secondary students on vocational pathways, independently of their prior attainment, were less likely than those on academic pathways to progress to any sustained destination. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01