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Increasing inter-generational social mobility: is educational expansion the answer?

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Raising the school leaving age in England and Wales did not increase intergenerational social mobility. Despite more education, the link between parents' social class and children's outcomes remained unchanged.

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Area of Science:

  • Sociology
  • Economics
  • Education Policy

Background:

  • Policy-makers believe increased education stock improves intergenerational social mobility.
  • Empirical evidence linking educational expansion to social fluidity is weak.

Purpose of the Study:

  • To estimate the effect of educational expansion on intergenerational social class mobility.
  • To analyze the impact of raising the minimum school leaving age from 15 to 16 in England and Wales in 1972.

Main Methods:

  • Utilized the ONS Longitudinal Study (1971-2001) linking census records.
  • Employed a quasi-experimental approach, treating the 1972 reform as an exogenous shock.
  • Compared social mobility rates between cohorts affected and unaffected by the policy change.

Main Results:

  • The reform increased overall educational attainment.
  • A weakening was observed in the association between educational attainment and social class origin.
  • No significant increase in intergenerational social mobility rates was detected.

Conclusions:

  • Educational expansion, as implemented by the school leaving age reform, did not enhance social mobility.
  • Policy assumptions about education's direct impact on social fluidity require re-evaluation.