This thesis uses the cohort of 2005 school-leavers in the National Pupil Database to present an economic analysis of the effects of secondary school admissions in England on pupil sorting and achievement. The first part of the thesis exploits the availability of pupil postcodes to examine the impact of current school admissions arrangements on residential and school stratification. It produces data from a thought experiment whereby pupils currently in schools are reallocated to a new school based strictly on proximity to school. Through this simulation the role of the housing market in producing socially stratified schooling can be identified. A survey of school admissions policies is used to show that religious (and to a lesser extent Foundation) schools have intakes that are signifcantly more advantaged than their local neighbourhood, and that they achieve these intakes through the use of explicit potentially selective admissions criteria. The second part of the thesis adds to evidence on whether policies intended to increase parental choice raise pupil achievement via competition between schools. Quantitative evidence on school competition in England is evaluated alongside the existing international literature. A regression discontinuity design is employed to examine the legacy effects of the Grant-Maintained schools policy on area-wide educational outcomes at age 16. Pupil fixed-effects test score growth models and historical instrumental variables are used to identify the causal impact of religious schools on their neighbouring schools. This econometric analysis fails to lend support to claims that encouraging schools to compete for pupils is a route to improving standards. The thesis concludes that the current English secondary school arrangements have resulted in a system that is stratified and inequitable, without measurable efficiency gains induced by competition between schools for pupils.

Educational attainment has been a central debate in the field of educational research for a long time. Moreover, regarding inequality in educational attainment, social research has been dominated by questioning the association between educational attainment and gender, ethnic and social class inequalities. When considering social class inequality, one universal conclusion can be drawn: the higher family social status, the better academic attainment. This is also true in Taiwan, as is the case elsewhere. However, I want to ask: does social status influence other educational outcomes in addition to academic attainment, and if so, how? With respect to this question, I argue that beside educational attainment, students’ school experiences can be considered as an important educational outcome; furthermore, it may be influenced by social status and gender. The aim of this research is to investigate the experiences of year 8 students in Taiwan: what are their perceptions of school experiences?, and more specifically, what extent family social status and gender are associated with different students’ perception of parents’ educative capital and their own educational habitus, which in turn influences pupils’ school experience. Indeed, this study intends to expand the relationship between social status/gender and education; moreover, to examine a dynamic structure between family social status/gender influence and personal perception. After the process of data analysis, many meaningful findings are examined. Family socioeconomic status did not make direct impact on students’ relationship with peers and teachers; and parents’ educative capital did not affect educational attainment directly either. In addition, surprisingly, gender difference made no difference on all measured aspects. By holding such information, it will be possible examine the phenomenon of youth development and secondary education in Taiwan.

The high prevalence rates of child overweight and obesity within the UK is a serious problem, and one that has received a lot of attention from policy makers, researchers and the media. There is some evidence for socioeconomic inequalities in child overweight and obesity, with children in less advantaged socioeconomic groups at an increased risk of being overweight or obese. The nature of these inequalities is not well understood. Within this thesis I consider different aspects of socioeconomic status and their relationship with child overweight and obesity. There are three distinct strands of the investigation. Firstly, I consider whether socioeconomic inequalities in child overweight and obesity have changed over time. This is followed by two separate analyses of the relationship between obesity and overweight with parental income and education. I find evidence that socioeconomic inequalities in child overweight and obesity have widened over time, but only because of the relatively low increases in child overweight and obesity amongst children from the most advantaged families. I investigate whether there is an association between income and child overweight, and find that other parental characteristics, namely parental education, can explain correlations between familial income and child overweight and obesity. I find that father’s education has a stronger association with child overweight and obesity than does mother’s education, and that this is not solely because father’s education is a better predictor of the family’s financial and economic resources.

Class analysis suggests a strong positive link between parental social position and adolescent educational expectations. Yet, Indian, Pakistani, Bangladeshi and Black Caribbean pupils with disadvantaged parents maintain much higher expectations for university study compared to their white peers from more advantaged families. Ethnicity is key to understanding this paradox. Yet, quantitative research has not explained how ethnicity impacts on adolescent expectations or whose expectations it impacts most. This thesis investigates whether the longitudinal association between parental social position at age 14 and pupils expectations at age 16 is mediated by parent-child conflict, pupils’ homework engagement, feelings about school and pupils’ assessments of teacher effectiveness at pupils’ age 15, net of all prior influences at age 14. It then explores whether these mediational routes are moderated by maternal ethnicity. Ecological systems theory informs a longitudinal latent variable mediation model estimated on panel data from waves 1-3 of the Longitudinal Study of Young People in England. Parental social position at age 14 does not affect pupils’ expectations at age 16 via the hypothesised home and school factors at age 15. Its longitudinal influence is weak on white, modest on Black Caribbean and Pakistani and insignificant on Indian and Bangladeshi pupils’ expectations at age 16 casting doubt on classical sociological models. Moderation by maternal ethnicity strengthens the positive longitudinal influence of home-related factors on expectations and tones down the negative effect of family disadvantage or other negative influences particularly on South Asian pupils’ expectations at age 16. Pupils’ expectations at age 14 significantly impact on home and school factors and expectations at age 15 and are the primary indirect route of influence on expectations at age 16. Moderated by maternal ethnicity, this mediational mechanism allows South Asian pupils to develop and maintain higher expectations than white pupils despite family disadvantage.

The increasing number of young people who are inactive and not engaged in education, employment or training (NEETs) in the UK over the last years bears severe implications both for individual young people and for the society. This study explores the processes underlying the effects of neighborhood context on young people who experience NEET status. It relies on quantitative data from a nationally representative study, the Longitudinal Study of Young People in England (LSYPE), linked with the seven decomposed English Indices of Deprivation. Drawing on previous sociological theories this study puts forward an original theoretical framework, the Ecological Model of Neighbourhood Effects that proposes four pathways that mediate the direct effect of neighbourhoods on young people: a) individual characteristics and attitudes; b) parental characteristics and relationships; c) school experiences and attitudes to schooling, and; d) social epidemics. Potential causal pathways between neighbourhood context and individual outcomes are explored on a first strand of analysis by employing a logistic regression model. The results show that there is a higher probability for young people who live in high Crime Score areas to become NEETs in comparison to those who live in areas with low Crime Score after controlling for individual, family, school and peer group characteristics. On a second strand of analysis, I employ counterfactual models, propensity score matching and sensitivity analysis. The findings suggest that when two groups of children with identical observed characteristics at the age 13/14 experience di↵erent neighbourhood contexts, those who grow up in high Crime Score areas are more likely to become NEETs in comparison to those who grow up in low Crime Score areas. Unobserved characteristics though indicate the presence of selection bias that could alter the inferences drawn about neighbourhood effects.