Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/325102 
Year of Publication: 
2025
Series/Report no.: 
IZA Discussion Papers No. 18044
Publisher: 
Institute of Labor Economics (IZA), Bonn
Abstract: 
This paper presents sibling fixed effects estimates of the relationship between school exclusion and subsequent academic achievement from population-wide administrative data on English secondary school students. It complements a growing base of quasi-experimental and individual fixed effects evidence on exclusion effects in predominantly US settings. We find that being excluded is negatively associated with subsequent achievement at school. We assess the extent to which this might reflect a negative causal impact of exclusion.
Subjects: 
sibling fixed effects
educational achievement
administrative data
school exclusion
JEL: 
I24
I28
Document Type: 
Working Paper

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