How well can we predict educational outcomes? Examining the roles of cognitive ability and social position in educational attainment.
How well can we predict educational outcomes? Examining the roles of cognitive ability and social position in educational attainment.
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我们如何预测教育成果？研究认知能力和社会地位在教育成就中的作用。
DOI：
10.1080/21582041.2016.1138502
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发表时间：
2016-07-02
影响因子：
2.4
通讯作者：
Davey Smith G
中科院分区：
文献类型：
--
作者：
Morris T;Dorling D;Davey Smith G
尽管近年来有所改善，但英国教育成果中的社会不平等现象继续存在。然而，研究这些不平等的研究未能解释先前认知能力的差异。我们试图确定认知能力对教育成果的影响，以及在考虑认知能力的同时，在广泛的指标中教育中的社会经济差异的程度。社会不平等的存在，即来自弱势背景的儿童系统地表现不佳相比，他们的同龄人，无论认知能力;高能力的儿童来自弱势背景是不成比例地不太可能达到良好的成绩相比，儿童来自弱势背景。此外，学校的影响增加了这种不平等，因为付费中学的儿童无论能力如何都优于州立中学的学生。英国未来的政策应侧重于减少教育方面的社会不平等，以确保所有儿童无论背景如何都能获得同样的生活机会。
Social inequalities in UK educational outcomes continue to persist despite improvements in recent years. However, studies that examine these inequalities fail to account for differences in prior cognitive ability. We seek to determine the influence of cognitive ability on educational outcomes and the extent of socio-economic disparities in education across a wide range of indicators while accounting for cognitive ability. Social inequalities exist whereby children from disadvantaged backgrounds systematically underperform compared to their advantaged peers regardless of cognitive ability; high ability children from disadvantaged backgrounds are disproportionately less likely to attain good grades compared to children from advantaged backgrounds. In addition, school effects operate to add to this inequality as children in fee-paying secondary schools outperform their state secondary school counterparts regardless of ability. Future UK policies should focus on reducing social inequality in education to ensure that all children are offered the same life chances regardless of background.