Parental socioeconomic influences on filial educational outcomes in Scotland: patterns of school-level educational performance using administrative data

Christopher James Playford, Vernon Gayle, Roxanne Connelly and Susan Murray

Contemporary Social Science, 2016, vol. 11, issue 2-3, 183-202

Abstract: In Britain there have been manifest changes in the management and organisation of education, but despite these developments there are still persistent inequalities in pupils’ educational outcomes. These inequalities are consequential because school qualifications are known to influence both pupils’ immediate continuation in education, and their later educational and occupational outcomes. The Scottish school system is similar to the system in England and Wales but there are a distinctive set of qualifications. From the mid-1980s until 2013 the final years of compulsory schooling led up to Standard Grade qualifications. Standard Grades were similar to the General Certificates of Secondary Education (GCSEs) and are worthy of detailed sociological examination because they were the first major branching point in the Scottish education system. A specialist dataset using administrative records was constructed for this project. The dataset comprises young people who undertook Standard Grades in Scottish schools between 2007 and 2011, who were members of the Scottish Longitudinal Study (SLS). We analyse pupils’ subject-area outcomes using a latent variable modelling approach, and explore characteristics associated with the membership of latent educational groups. The analyses uncovered four main latent educational groups. One group had very positive outcomes and pupils were generally more socially advantaged; another group had very poor outcomes and were generally more socially disadvantaged. There were two ‘middle’ groups, which both had similar moderate overall Standard Grade outcomes, but notably different subject-area-level outcomes. We conclude that during school hours these pupils are unlikely to be found drinking Iron Brew WKD in their local parks or at home playing on their Xbox; however, they are also unlikely to be filling out university application forms in the next couple of years.

Date: 2016
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
http://hdl.handle.net/10.1080/21582041.2016.1172728 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:rsocxx:v:11:y:2016:i:2-3:p:183-202

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/rsoc21

DOI: 10.1080/21582041.2016.1172728

Access Statistics for this article

Contemporary Social Science is currently edited by Professor David Canter

More articles in Contemporary Social Science from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().