Vikki Boliver

Does ability grouping affect UK primary school pupils’ enjoyment of Maths and English?

Authors: Vikki Boliver, Queralt Capsada-Munsech,
Issue: 2022

This paper looks at how pupils’ enjoyment of the subjects they study is affected by the ability groups in which they are placed. Using data from the Millennium Cohort Study, which follows a sample of children born in the UK between 2000 and 2002, it finds those in a low ability group were less likely … Read more

Editorial: Introduction to “Mechanisms of educational stratification”

Authors: Vikki Boliver, Steffen Schindler,
Issue: 2022
Themes: ,

A large body of literature has been devoted to the question of how the design of educational systems influences the formation and intergenerational reproduction of social inequality. An important feature of educational systems is their level of educational stratification or differentiation, i.e. the separation of students into separate groups, tracks or streams for instructional purposes … Read more

Lives on track? Long‐term earnings returns to selective school placement in England and Denmark

This paper looks how selective schooling affected the lifetime earnings of people born in the 1950s, and finds it did little to improve earnings or to increase social mobility in England. The researchers used data from the National Child Development Study on 15,000 people  born in England and Wales in a single week in March … Read more

The early labour-market returns to upper secondary qualifications track in England

This paper examines if people who followed the academic track (A-levels) rather than the vocational track (NVQs) in upper secondary education in England show differentiated occupational level and disposable income by age 25. The authors consider England as an interesting country case because students are ‘free to choose’ which upper secondary track they follow, unlike … Read more

Educational tracking and long-term outcomes by social origin: Seven countries in comparison

This paper uses longitudinal data from seven countries to assess how systems of educational tracking can impact on social mobility. Studies which simply compare comprehensive and tracked systems may be flawed, the research suggests, because of differences in how countries separate students for instructional purposes. The researchers used large-scale longitudinal data from Denmark, England, Finland, … Read more

Educational tracking and sorting in England

This report provides an overview and brief literature review of the English education system and the relevant educational reforms in relation to educational tracking and sorting. We employ the term ‘tracking’ when referring to formal educational differentiation, while ‘sorting’ refers to informal educational differentiation. The main objective is to provide a descriptive empirical analysis that … Read more