1. Students Academic Attainments at British State and Private Schools Alice Sullivan – Centre for Longitudinal Studies, Institute of Education, as@ioe.ac.ukas@ioe.ac.uk Anthony Heath – Department of Sociology, University of Oxford

2. Aims How did the various types of school attended by the NCDS children vary in terms of student intake? To what extent are differences in academic outcomes for students at the different types of school explained by differences in the characteristics of the children who attended the schools? Were different students affected differently by the different school sectors?

3. National Child Development Study Longitudinal study of a cohort born in Britain in a single week in 1958. Sweeps in 1958, 1965, 1969, 1974, 1981, 1991, 1999/2000. In 1970s, education system in transition from tripartite to comprehensive.

4. School Differences in Intake

5. Differences in school characteristics

6. School differences in outcomes

7. Analysis of Test Scores 1 Model 1: no controls Model 2: + controls for intake Model 3: + school interactions Model 4: + controls for school characteristics

8. Analysis of Test Scores 2

9. Analysis of Test Scores 3 Model 4 Parent-teacher meetings1.22(0.54)* Streaming1.45(0.42)** Setting0.80(0.41)* Pupil-teacher ratio-0.02(0.14) Teacher-turnover-0.17(0.14) % Non-manual1.10(0.18)*** % Taking O levels1.31(0.19)***

11. Analysis of GCE Passes 1 Model 1: no controls Model 2: + controls for intake Model 3: + school interactions Model 4: + controls for school characteristics

12. Analysis of GCE Passes 2 Model 3 Test score age 111.35(0.04)*** Test score age 11 squared0.54(0.02)*** Direct Grant*Test 110.06(0.23) Independent*Test 110.60(0.18)** Grammar*Test 110.43(0.25) Secondary Modern*Test 11-0.42(0.07)*** Comprehensive*Test 110 Direct Grant*Test 11-0.53(0.12)*** Independent*Test 11-0.68(0.10)*** Grammar*Test 11-0.55(0.11)*** Secondary Modern*Test 11-0.08(0.05) Comprehensive*Test 110

13. Analysis of GCE Passes 3