Jerrim, J., Parker, P. D, Chmielewski, A. K & Anders, J. (2016). Private schooling, educational transitions, and early labour market outcomes: Evidence from three Anglophone countries. European Sociological Review,32(2), 280-294. United Kingdom: Oxford University Press. Retrieved from https://doi.org/10.1093/esr/jcv098
This article considers the extent to which private-state school differences in post-secondary outcomes can be explained by family background, secondary school achievement, or neither of the above. We find that privately educated children’s more advantaged family backgrounds and higher levels of school achievement are the main reasons why this group is more likely to enter university and work in professional jobs. However, even after accounting for family background and high school achievement, non-trivial private-state school differences in later lifetime outcomes remain. Empirical evidence is presented for three industrialized nations (Australia, England, and the United States), with broadly similar patterns of association observed within each.
Institute for Positive Psychology and Education
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