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Maternal schooling and children's relative inequalities in developmental outcomes: Evidence from the 1947 school leaving age reform in Britain
journal contribution
posted on 2023-06-08, 07:31 authored by Ricardo Sabates, Kathryn DuckworthThis paper investigates whether mothers participation in post-compulsory education impacts on childrens relative inequalities across four developmental outcomes. The empirical analysis uses information from children born in 1958 in Britain. Mothers of the 1958 British cohort were affected by the 1947 school leaving age reform, which increased the age of compulsory schooling from 14 to 15 years. We selected the first-born cohort members whose mothers were born in 1933 and 1934 and whose mothers completed compulsory schooling only. We found that the additional year of maternal schooling was significantly associated with relative improvements in mathematics attainment for their children, but no significant differences for reading or behavioural outcomes. The impact on mathematics was mainly for boys. These results suggest wider dispersion in mathematics attainment between sons whose mothers benefited from the additional year of schooling in 1947 and those whose mothers did not.
History
Publication status
- Published
Journal
Oxford Review of EducationISSN
0305-4985Publisher
Taylor & FrancisExternal DOI
Issue
4Volume
36Page range
445-461Department affiliated with
- Education Publications
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- No
Peer reviewed?
- Yes
Legacy Posted Date
2012-02-06Usage metrics
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