Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/324133 
Year of Publication: 
2025
Series/Report no.: 
QBS Working Paper No. 2025/06
Publisher: 
Queen's University Belfast, Queen's Business School, Belfast
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: 
school exclusion
educational achievement
sibling fixed effects
administrative data
JEL: 
I24
I28
Document Type: 
Working Paper

Files in This Item:
File
Size





Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.