Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/35061
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dc.contributor.authorClark, Damonen_US
dc.date.accessioned2008-05-30en_US
dc.date.accessioned2010-07-07T11:33:08Z-
dc.date.available2010-07-07T11:33:08Z-
dc.date.issued2007en_US
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_US
dc.language.isoengen_US
dc.publisher|aInstitute for the Study of Labor (IZA) |cBonnen_US
dc.relation.ispartofseries|aIZA Discussion Papers |x3182en_US
dc.subject.jelC21en_US
dc.subject.ddc370en_US
dc.subject.keywordSelective schoolsen_US
dc.subject.keywordeducationen_US
dc.subject.keywordinstrumental variablesen_US
dc.subject.stwAllgemeinbildende Schuleen_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwStudiumen_US
dc.subject.stwBildungsabschlussen_US
dc.subject.stwGroßbritannienen_US
dc.titleSelective schools and academic achievementen_US
dc.type|aWorking Paperen_US
dc.identifier.ppn560456646en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-

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