Progress from GCSE to A and AS level: Institutional and gender differences, and trends over time

British Educational Research Journal

Volumn 27, Issue 3, 2001, Pages

  Yang, Min ^b   Woodhouse, Geoffrey ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035374234     PISSN: 01411926     EISSN: None     Source Type: Journal    
DOI: 10.1080/01411920120048296     Document Type: Article

References (6)

1. DEPARTMENT FOR EDUCATION (1995) The Development of a National Framework for Estimating Value Added at GCSE A/AS Level. Technical Annex to GCSE to GCE A/AS Value Added: briefing for schools and colleges (London, Department for Education).
2. GOLDSTEIN, H., RASBASH, J., PLEWIS, I., DRAPER, D., BROWNE, W., YANG, M., WOODHOUSE, G. & HEALY, M. (1998) A User's Guide to MLwiN (London, Institute of Education).
3. GOLDSTEIN, H. & SAMMONS, P. (1997) The influence of secondary and junior schools on sixteen year examination performance: a cross classified multilevel analysis, School Effectiveness and School Improvement, 8, pp. 219-230.
4. GOLDSTEIN, H. & THOMAS, S. (1996) Using examination results as indicators of school and college performance, Journal of the Royal Statistical Society, Series A, 159, pp. 149-163.
5. O'DONOGHUE, C., THOMAS, S., GOLDSTEIN, H. & KNIGHT, T. (1997) 1996 DfEE study of value added for 16-18 year olds in England, DfEE research series (London, Department for Education and Employment).
6. VAN DEN EEDEN, P., DE JONG, U., KOOPMAN, P. & ROELEVELD, J. (1990) The effect of social status on educational attainment in Amsterdam: school differences and stability, International Journal of Adolescence and Youth, 2, pp. 101-118.