|Appears in Collections:||Economics Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Who gained from the introduction of free universal secondary education in England and Wales?|
|Authors:||Hart, Robert A|
Roberts, J Elizabeth
|Citation:||Hart RA, Moro M & Roberts JE (2017) Who gained from the introduction of free universal secondary education in England and Wales?, Oxford Economic Papers, 69 (3), pp. 707-733.|
|Abstract:||This paper investigates the introduction of free universal secondary education in England and Wales in 1944. It focuses on its effects in relation to a prime long-term goal of pre-war Boards of Education. This was to open secondary school education to children of all social backgrounds on equal terms. Adopting a difference-in-difference estimation approach, we do not find any evidence that boys and girls from less well-off home backgrounds displayed improved chances of attending selective secondary schools. Nor, for the most part, did they show increased probabilities of gaining formal school qualifications. One possible exception in this latter respect relates to boys with unskilled fathers.|
|Rights:||This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is the peer reviewed version of the following article: McKean, C., Law, J., Laing, K., Cockerill, M., Allon-Smith, J., McCartney, E. and Forbes, J. (2017), A qualitative case study in the social capital of co-professional collaborative co-practice for children with speech, language and communication needs. International Journal of Language & Communication Disorders, 52: 514–527, which has been published in final form at https://doi.org/10.1111/1460-6984.12296. This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.|
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