“Applications of the NPD in Academic Research: Some Examples from the Centre for the Economics of Education”. Joan Wilson, CEE, CEP, IoE DCSF, York, Friday September 21st 2007. What is the Centre for the Economics of Education (CEE)?.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
“Applications of the NPD in Academic Research: Some Examples from the Centre for the Economics of Education”
Joan Wilson, CEE, CEP, IoE
DCSF, York, Friday September 21st 2007
Past CEE Projects Using the NPD(1)
School Choice and School Competition
“Choice, Competition and Pupil Achievement”
(Stephen Gibbons, Stephen Machin and Olmo Silva, July 2006)
Distinction is made between the two concepts of choice and competition.
Assess whether pupils in Primary schools in England with a wider range of school choice achieve better academic outcomes than those for whom choice is more limited.
Consider whether Primary schools facing more competition perform better than those in a more monopolistic situation.
Find little evidence of a link between choice and achievement.
Only for Voluntary Aided schools, which have more freedom in managing their governance and admission practices, is there some evidence of a positive causal link between competition and pupil achievement.
Past CEE Projects Using the NPD(2)
School Choice and School Competition (cont.)
“Are Schools Drifting Apart? Intake Stratification in English Secondary Schools”
(Stephen Gibbons and Shqiponje Telhaj, December 2006)
Consider social segregation in schools.
Assess whether policies that expand families’ freedom to choose amongst schools encourage divergence or convergence in the types of pupil different schools admit.
Address segregation or stratification of schools along lines of pupil ability, using data on the population of pupils entering Secondary school in England from 1996 to 2002.
Find that almost nothing has changed over these years in terms of the way pupils of different age-11 abilities are sorted into different Secondary schools.
Current CEE Projects Using the NPD(1)
School Quality and House Prices
“What Do Parents Want From a School? Evidence from Housing Prices”
(Stephen Gibbons, Stephen Machin and Olmo Silva)
Assess the influence of school quality on house prices.
Construct de-facto school catchment areas using information on pupil home addresses and school attendance.
Linkage to property price data to provide accurate estimates of the housing costs associated with admission to each school in England.
Measure the way these housing costs change with school characteristics, geographically and over time, so as to unpick the key components of school quality that are valued by home-buyers.
Questions: Do families who want to gain access to high ‘quality’ schools have to pay a house price premium?
Does this house price premium reflect preferences for high academic performance or the desire by some families to ‘segregate’? (i.e. is the premium related to a school’s ethnic/social composition?)
Current CEE Projects Using the NPD(2)
Higher Education Participation
“Widening Participation in Higher Education”
(Alissa Goodman, Stephen Gibbons, Stephen Machin, Sandra McNally, and Anna Vignoles)
Current CEE Projects Using the NPD(3)
“Geographical Mobility, Pupil Mobility and Child Outcomes”
Pupil mobility refers to the movement of pupils between schools at times other than the normal stages of transition.
Considered to have negative consequences for children who move school, as well as for pupils in the new school and the overall performance of the new school that they move to.
Evidence from the NPD: Mobile pupils are more socially disadvantaged than non-mobile pupils and are significantly less likely to have a good prior education record.
Of the mobile pupils, children from better off backgrounds are more likely to end up in a school with better KS performance than the one they left.
Question: Is there a scope for mobility to change the trajectory of child outcomes (e.g. if changes in schooling and/or residence allow for access to improved school quality)?
Tie in the NPD to survey data such as the LSYPE and the MCS.
Our Use of School Census Information
Why do we need such information?
How do we get access to it?
How do we present such information?