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Determined to Succeed?Performance versus Choice in Educational Attainment$
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Michelle Jackson

Print publication date: 2013

Print ISBN-13: 9780804783026

Published to Stanford Scholarship Online: June 2013

DOI: 10.11126/stanford/9780804783026.001.0001

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Social Background and Educational Transitions in England

Social Background and Educational Transitions in England

Chapter:
(p.253) Chapter Nine Social Background and Educational Transitions in England
Source:
Determined to Succeed?
Author(s):

Michelle Jackson

Publisher:
Stanford University Press
DOI:10.11126/stanford/9780804783026.003.0009

This chapter examines IEO in England, focusing on the transitions from compulsory to postcompulsory academic education (A-level), and from A-level to university degree. It considers IEO in relation to both parental class and parental education, and asks whether the association between social background and transitions has changed over the past half century. The chapter notes that social background, whether operationalized through class or parental education, significantly influences the chances of making the major transitions in the English educational system. Social-background inequalities are most marked at the first transition, the transition to A-level at age 16, but are also evident at the second transition, at age 18, from A-level to university degree. The continuing importance of primary effects implies that social background continues to be successfully transmitted through performance.

Keywords:   England IEO, English educational system, postcompulsory academic education, school transition, social background

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