cover image: Working Paper No. 22-05  - Walking the line: Does crossing a

20.500.12592/5kcjras

Working Paper No. 22-05 - Walking the line: Does crossing a

1 Aug 2024

The key assumption I make is that those either side of the threshold are otherwise identical (conditionally) and thus crossing the threshold is due to arguably random factors which are not fully under the control of the individual. [...] Thus, the achieving five GCSEs A* to C threshold could be argued to have left quite a legacy on the English education system and hence I wanted to understand if this was important outside of the education, i.e., in the labour market. [...] The same principle is applied as in the previous paragraph, with those achieving X number of A* to C’s and at least one C in the treatment group and those achieving X number of A* to C and at least one D in the control group. [...] Results In this section I present the estimates of achieving five full GCSEs A* to C (my primary model) I approach this in the way I describe the mediation analysis in the previous section. [...] The effect of crossing the threshold on education outcomes age 20 can be seen in Figure A3 in the appendix and returns to these education levels can be seen in Figure A4 in the appendix.
Pages
55
Published in
United Kingdom

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