It’s alright for some: Are the effects of school exclusion heterogeneous?

In this seminar, Andrew estimates the direct effects of school exclusion on pupils’ academic achievement as well as whether they are heterogeneous by pupils’ socio-economic status (SES). The research looks at exclusion and achievement, sibling fixed effects, and population-wide data on English secondary pupils.

His findings suggest there is a negative relationship between exclusion and achievement where experiencing exclusion is associated with a decrease in the probability of achieving at school – though there was no evidence of the negative effects of exclusion being greater for lower-SES pupils.

This event will be particularly useful for researchers and policymakers.