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"EDUCATION ATTAINMENT"
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Governance of educational trajectories in Europe : pathways, policy and practice
\"Drawing on findings from a large EU-funded research project that took place over three years, this book analyses educational trajectories of young people in eight European countries: Finland, France, Germany, Italy, the Netherlands, Poland, Slovenia and the United Kingdom. Contributors explore interactions between structural and institutional contexts of educational trajectories, the individual meaning attached to education and the strategies adopted by young people to cope with its demands. The book also analyses the decision-making processes of individual students, placing them firmly within the social contexts of their families, local schools, national education systems and welfare states, as well as transnational policy contexts. In considering educational disadvantage, the book is based on primary, cross-national research with systematic analysis of the different themes addressed. As every chapter is co-authored by two or three researchers, each based in a different country, the book goes beyond the usual country-based chapter design to provide an enriched insight into both comparative theory and research methods\"-- Provided by publisher.
Book
Higher education expansion and women's access to higher education and the labor market
We study the 1992 higher education expansion reform in Turkey and examine how the expansion program changed higher education attainment and labor market access, particularly for women, who are disadvantaged on both accounts. We use the 2011 Population and Housing Census and employ a difference-in-differences estimation strategy. We find that the establishment of universities in localities where universities did not exist before increases the higher education attainment of women by 12-13% and their labor force participation by 4%. In contrast, we do not find a program effect for men for either of the two outcomes. That the program did not affect high school graduation suggests that the improvement for women stems from the change in the behavior of the same pool of high school graduates due to reduced monetary and psychic costs. The absence of a program effect for men further suggests that the reduction in schooling costs was not high enough to overcome the lower benefit of having to attend a less reputable local university. As a result of the expansion policy, the gender gap in higher education attainment and labor force participation shrinks. A battery of robustness checks that include an IV estimation supports our findings. (HRK / Abstract übernommen).
Journal Article
Receipt of social services intervention in childhood, educational attainment and emergency hospital admissions: longitudinal analyses of national administrative health, social care, and education data in Wales, UK
Background
Research consistently finds poorer health and educational outcomes for children who have experienced out-of-home care relative to the general population. Few studies have explored differences between those in care and those in receipt of intervention from social services but not in care. Children receiving social services interventions often experience Adverse Childhood Experiences (ACEs), and deprivation, which are known to negatively impact outcomes. We aimed to estimate the association of different social services interventions with educational outcomes and hospital admissions, while adjusting for ACEs and deprivation.
Methods
We linked retrospective, routinely collected administrative records from health, education, and social care to create a cohort via the Secure Anonymised Information Linkage (SAIL) databank in Wales, UK. We analysed data for children and household members (
N
= 30,439) across four different groups: (1) no social care intervention; (2) children in need but not in care (CIN); (3) children on the Child Protection Register but not in care (CPR); (4) children in care - i.e. removed from the family home and looked after by the local authority (CLA). Our primary outcome was education outcomes at age 16 years. Secondary outcomes were all cause emergency hospital admissions, and emergency admissions for external causes/injuries.
Results
Children in receipt of social services intervention were more likely to not attain the expected level upon leaving statutory education at age 16 after adjusting for ACEs and other characteristics (for children who had been in out-of-home care (conditional OR: 1·76, (95%CI) 1·25 − 2·48), in need (2·51, 2·00–3·15) and those at risk (i.e., on the child protection register) (4·04, 2·44 − 6·68). For all-cause emergency admissions, all social care groups were at greater risk compared to children in the general population (children in care (conditional HR: 1·31, 1·01–1·68), children in need (1·62, 1·38 − 1·90), and children at risk (1·51, 1·11 − 2·04).
Conclusions
All groups receiving social service intervention experience poorer educational and health outcomes than peers in the general population. Children who remain with their home parents or caregivers but are identified as ‘in need’ or ‘at risk’ by social care practitioners require further research. Integrated support is needed from multiple sectors, including health, educational and social care.
Journal Article
Solving the achievement gap : overcoming the structure of school inequality
\"This book examines the cause of the student achievement gap, suggesting that the prevailing emphasis on socioeconomic factors, sociocultural influences, and teacher quality is misplaced. The cause of the achievement gap is not differences in parenting styles, or the economic advantages of middle-class parents, or differences in the quality of teachers. Instead, schools present learning tasks and award grades in ways that inadvertently undermine the self-efficacy, engagement, and effort of low-performing students, causing demoralization and exacerbating differences in achievement that are seen to exist as early as kindergarten. This process systematically maintains and widens initial gaps in achievement that might otherwise be expected to disappear over the K-12 years. Misdiagnosis of the nature of the achievement gap has led to misguided solutions. The author draws upon a range of research studies to support this view and to offer recommendations for improvement.\" -- Publisher's description
Book
The relationships between family socioeconomic status, gender inequality, and higher education selection from 1962 to 2018
This study contributes to the substantial body of studies on the relationships between family socioeconomic status (SES), gender inequality, and higher education selection. It does so by 1) examining the association between SES and gender inequality in higher education, and 2) comparing changes in socioeconomic and gender inequality before and after the 1999 higher education expansion using eight waves of China General Social Survey (CGSS) data (2008-2018), which comprised a total sample of 57,067. The results of this study revealed that gender inequality in higher education selection in China is driven by SES, and that higher education expansion in China has not reduced socioeconomic and gender inequality in terms of higher education selection. The established inequality persists for low SES students, especially low SES females. This study not only underscores the importance of SES and gender but also expands the conceptual validity of SES (effects of SES on gender inequality) in higher education selection. (HRK / Abstract übernommen).
Journal Article
Bigger Pie, Bigger Slice? The Impact of Higher Education Expansion on Educational Opportunity in China
China's higher education system has expanded rapidly since 1999. Exploiting variation in the density of university expansion across provinces and high school cohorts and applying a difference-in-differences model, we estimate the impact of higher education expansion on educational access and attainment with a particular focus on students' family and demographic backgrounds. Results indicate that the expansion of university spots increased both access and graduation rates at 4-year universities, but this improvement was driven by those of higher social status, including males, those with highly educated fathers, hanethnic and urban students. Females, rural students and those with low-educated fathers also benefited once they were able to graduate from high school. Also, the policy had only a limited effect on the likelihood of graduating from high school. As in other countries, education expansion in China has not led to equal distribution of educational opportunities, and the least socioeconomically advantaged students are missing out.
Journal Article
Social determinants of health and life expectancy in US adults
Introduction
Individual unfavorable social determinants of health (SDoH) negatively affect health outcomes, yet the combined impact of multiple SDoH on life expectancy is not well understood.
Methods
We analyzed data from a nationally representative sample of US adults aged ≥18 years in NHANES (1999–2018) to examine associations between unfavorable SDoH—both individually and in combination—and life expectancy.
Results
Among 45,516 participants (mean age 47.7 years; 51.4% women) with a median follow-up of 9.4 years, 6,164 deaths occurred. Four key SDoH—employment, family income, education, and marital status—were individually associated with shorter life expectancy at age 50: unemployment (−4.2 years, 95% CI 3.9–4.6), low income (−3.5, 3.1–3.9), low education (−3.1, 2.7–3.4), and unmarried status (−2.4, 2.1–2.8). Among 16 combined SDoH profiles, participants who were unemployed, low-educated, and unmarried lost 10.8 years compared with the most favorable profile. Notably, education had the largest individual impact, but its effect diminished when combined with other adverse SDoH; well-educated individuals with multiple unfavorable SDoH lost more life years than less-educated counterparts (7.2 vs. 4.9 years).
Conclusions
In this nationally representative cohort, four key SDoH strongly influenced life expectancy. Multiple adverse SDoH had additive effects, and the impact of education was context-dependent, emphasizing the importance of considering combined social risk in public health strategies.
What is already known on this topic?
Unfavorable social determinants of health (SDoH) are associated with poorer health outcomes, but the combined impact of multiple SDoH on life expectancy in the US population remains poorly understood.
What this study adds
In a cohort of 45,516 US adults, four key SDoH—employment, family income, education, and marital status—were significantly associated with all-cause mortality and life expectancy. Participants with unfavorable profiles across these SDoH experienced a 10.8-year reduction in life expectancy at age 50. Combination analyses showed that while education is a primary determinant of longevity, its impact is context-dependent when multiple adverse SDoH co-occur.
How this study might affect research, practice or policy
These findings underscore the role of SDoH as upstream determinants of disparities in life expectancy and support the need for comprehensive SDoH monitoring and targeted interventions to reduce health inequities and improve population longevity.
Journal Article