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The Role of the Eleven-Plus Test Papers and Appeals in Producing Social Inequalities in Access to Grammar Schools

Published online by Cambridge University Press:  01 January 2020

Rebecca Allen  and
Joanne Bartley
Rebecca Allen*
Affiliation:
Director, Education Datalab
Joanne Bartley*
Affiliation:
Kent Education Network
*
E-mail: Rebecca.Allen@fft.org.uk
E-mail: joannedbartley@gmail.com
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Abstract

We use eleven-plus test and appeals data obtained from a large local authority to explore how the process of admission to grammar schools produces such a strong social gradient in entry rates. We look at disparities between eleven-plus and subsequent SATs scores by social background for each element of the test. We then turn to whether the headteacher assessment panel seems to help or hinder poor students on the cusp of passing. Our analysis has implications for how to improve access to grammar schools for those from disadvantaged families.

Keywords

grammar schoolseducational inequalitiesacademic selectionI24
Type
Research Articles
Information
National Institute Economic Review , Volume 240 , May 2017 , pp. R30 - R41
Copyright
Copyright © 2017 National Institute of Economic and Social Research

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