Family income and educational attainment: a review of approaches and evidence for Britain

By Joanne Blanden, Paul Gregg. 2004

382 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bb6d044e724b0141b379e74d1c616717d923706e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. A. Chevalier
2. A. Vignoles
3. Claire E. Crawford
4. Colm Harmon
5. I. Walker
6. Vincent O’ Sullivan
7. Robyn Beaman-Wheldall
8. L. Dearden

In Sociology and Political Science

1. A. Vignoles
2. Colm Harmon
3. Vincent O’ Sullivan
4. I. Walker
5. A. Chevalier
6. Graham Hobbs
7. L. Dearden
8. Alissa Goodman

Citations in the corpus

• The impact of parental income and education on the schooling of their children (2005, background): “Blanden and Gregg (2004) review US and UK evidence on the effects of policy changes which largely focus on improving short-term family finances (see also Almond and Currie (2010).”
• Why poor children are more likely to become poor readers: The school years (2013, background): “Although low income has been found to have a small, significant independent relationship with cognitive development and literacy (Blanden & Gregg, 2004), particularly if it is persistent (Dickerson & Popli, 2012; McLoyd, 1998), it is rarely found to be the most significant factor.”
• Is children’s free school meal ‘eligibility’ a good proxy for family income? (2010, background): “Family income is an important factor associated with children’s educational achievement (Ermisch & Francesconi, 2001; Blanden & Gregg, 2004; Chevalier et al., 2005).”
• Parental job loss and the education enrollment of youth (2011, positive): “Several other studies, however, have concluded that the causal effect of parental income on schooling completed is small or even zero (Mayer, 1997; Shea, 2000; Levy and Duncan, 2000; Blanden and Gregg, 2004).”
• Widening participation in higher education: analysis using linked administrative data (2008, background): “…literature that has examined the factors influencing educational achievement of different types of pupils, particularly in terms of the role of socio-economic background (Blanden and Gregg, 2004; Carneiro and Heckman, 2002, 2003; Gayle et al., 2002; Meghir and Palme, 2005; Haveman and Wolfe, 1995).”
• Why poor children are more likely to become poor readers: the early years (2014, background): “Although poverty has in some studies been found to have a small, significant independent relationship with cognitive development and literacy (Blanden and Gregg 2004), particularly if it is persistent (McLoyd 1998; Dickerson and Popli 2012), it is rarely the most significant factor.”
• Does intelligence foster generalized trust? An empirical test using the UK birth cohort studies (2010, background): “The difference with regard to paternal social class might plausibly be explained by generational changes in the British class structure during this period (Blanden & Gregg, 2004) and, for marital status, by the different ages at which trust wasmeasured across the two cohorts.”