Institutional Affiliation: University of Sussex
|The Roles of Cognitive and Non-Cognitive Skills in Moderating the Effects of Mixed-Ability Schools on Long-Term Health|
with , : w20811
We examine heterogeneity in the impacts of exposure to mixed-ability ‘comprehensive’ schools in adolescence on long-term health and smoking behaviour. We explore the roles that cognitive and non-cognitive skills may play in moderating these impacts. We use data from the 1958 National Child Development Study (NCDS) cohort, whose secondary schooling years lay within the transition years of a major reform that transformed secondary education in England and Wales from a selective system of schooling to mixed-ability comprehensive schools. We adopt a local instrumental variables approach to estimate person-centred treatment (PeT) effects of comprehensive over selective schooling system. Our results indicate that the newer comprehensive schooling system produced significant negative effects on ...