When and why do initially high attaining poor children fall behind?

Crawford, Claire, Macmillan, Lindsey and Vignoles, Anna F. (2015) When and why do initially high attaining poor children fall behind? Social Policy in a Cold Climate Research Working Papers (SPCCWP20). Centre for Analysis of Social Exclusion, London School of Economics and Political Science, London, UK.

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Abstract

The role of education as a potential driver of social mobility has been well established in both the theoretical (Blau and Duncan, 1967; Becker and Tomes, 1986) and empirical literature (Atkinson, 1980; Atkinson and Jenkins, 1984; Breen and Goldthorpe, 2001; Breen and Jonsson, 2007; Blanden et. al, 2007) across disciplines over the past fifty years. Many view reducing educational inequality as a key policy lever for improving levels of social mobility. This is certainly true in the UK, where the Government now actively tracks levels of educational inequality across the life course as a proxy for longer term trends in social mobility (Cabinet Office, 2011).

Item Type:	Monograph (Working Paper)
Official URL:	https://sticerd.lse.ac.uk/CASE/_new/publications/
Additional Information:	© 2015 CASE & LSE
Divisions:	Centre for Analysis of Social Exclusion
Subjects:	H Social Sciences > HC Economic History and Conditions L Education > LB Theory and practice of education
JEL classification:	I - Health, Education, and Welfare > I2 - Education > I20 - General
Date Deposited:	15 Feb 2024 15:06
Last Modified:	15 Feb 2024 15:06
URI:	http://eprints.lse.ac.uk/id/eprint/121535

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