Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/35061 
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dc.contributor.authorClark, Damonen
dc.date.accessioned2008-05-30-
dc.date.accessioned2010-07-07T11:33:08Z-
dc.date.available2010-07-07T11:33:08Z-
dc.date.issued2007-
dc.identifier.urihttp://hdl.handle.net/10419/35061-
dc.description.abstractIn this paper I consider the impact of attending a selective high school in the UK. Students are assigned to these schools on the basis of a test taken in primary school and, using data on these assignment test scores for a particular district, I exploit this rule to estimate the causal effects of selective schools on test scores, high school course taking and university enrollment. Despite the huge peer advantage enjoyed by selective school students, I show that four years of selective school attendance generates at best small effects on test scores. Selective schools do however have positive effects on course-taking and university enrollment, evidence suggesting they may have important longer run impacts.en
dc.language.isoengen
dc.publisher|aInstitute for the Study of Labor (IZA) |cBonnen
dc.relation.ispartofseries|aIZA Discussion Papers |x3182en
dc.subject.jelC21en
dc.subject.ddc370en
dc.subject.keywordSelective schoolsen
dc.subject.keywordeducationen
dc.subject.keywordinstrumental variablesen
dc.subject.stwAllgemeinbildende Schuleen
dc.subject.stwBildungsniveauen
dc.subject.stwStudiumen
dc.subject.stwBildungsabschlussen
dc.subject.stwGroßbritannienen
dc.titleSelective schools and academic achievement-
dc.type|aWorking Paperen
dc.identifier.ppn560456646en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen

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