Does Being Excluded from School Harm Student Achievement? Evidence from Siblings in English Population Data

Andrew McLean and Duncan McVicar

No 2025/06, QBS Working Paper Series from Queen's University Belfast, Queen's Business School

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.

Keywords: school exclusion; educational achievement; sibling fixed effects; administrative data (search for similar items in EconPapers)
JEL-codes: I24 I28 (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:zbw:qmsrps:202506

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