Incentivising Specific Combinations of Subjects â€“ Does It Make Any Difference to University Access?
Jake Anders (),
Vanessa Moulton and
National Institute Economic Review, 2018, vol. 243, issue 1, R37-R52
A major part of the 2010â€“15 UK government's education reforms in England was a focus on the curriculum that pupils study from ages 14â€“16. Most high profile was the introduction of the English Baccalaureate (EBacc) performance measure for schools, incentivising study of â€œsubjects the Russell Group identifies as key for university studyâ€ ( Gibb, 2011 ). However, there does not appear to be good quantitative evidence about the importance of studying such a set of subjects, per se . This paper sets out to analyse this question, considering whether otherwise similar young people who study specific sets of subjects (full set for EBacc-eligibility, two or more sciences, foreign languages, applied subjects) to age 16 have different probabilities of entering university, and specifically a high-status university. It compares results from regression modelling and propensity score matching, taking advantage of rich survey data from a recent cohort of young people in England. We find that conditional differences in university entry attributable to subject choice are, at most, small.
Keywords: subject choice: English Baccalaureate; accountability measures; university access (search for similar items in EconPapers)
JEL-codes: I20 (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:sae:niesru:v:243:y:2018:i:1:p:r37-r52
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