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The contribution of schooling to learning gains of pupils in Years 1 to 6

Luyten, H.; Merrell, C.; Tymms, P.

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Authors

H. Luyten

C. Merrell



Abstract

By means of a regression-discontinuity approach with multiple cut-off points, the effects of age and schooling on learning gains in English primary schools are estimated. The analyses relate to over 3,500 pupils in 20, predominantly independently funded, schools and focus on 4 different learning outcomes. In order to take into account delayed and accelerated school careers, an intention-to-treat analysis was applied. The findings reveal substantial effects of schooling, which in line with previous studies in English primary education account for about 40% of the total learning gains. The year-to-year gains show a declining trend as the school career progresses. The analyses produce evidence for both decreasing effects of schooling on achievement and a weakening age‒achievement relationship in the higher years of primary education.

Citation

Luyten, H., Merrell, C., & Tymms, P. (2017). The contribution of schooling to learning gains of pupils in Years 1 to 6. School Effectiveness and School Improvement, 28(3), 374-405. https://doi.org/10.1080/09243453.2017.1297312

Journal Article Type Article
Acceptance Date Feb 14, 2017
Online Publication Date Feb 28, 2017
Publication Date Feb 28, 2017
Deposit Date Feb 16, 2017
Publicly Available Date Mar 29, 2024
Journal School Effectiveness and School Improvement
Print ISSN 0924-3453
Electronic ISSN 1744-5124
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 28
Issue 3
Pages 374-405
DOI https://doi.org/10.1080/09243453.2017.1297312

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Copyright Statement
© 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.







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