On the other hand, conditional on age 7 scores, low-SES children achieve higher age 16 reading scores than high-SES children and the estimated relationship between the two is not affected by the addition of school quality variables. This observation provides evidence consistent with the conjecture that success in reading may be less dependent on school quality than success in mathematics.
Currie, J. and Thomas, D. (2001), "Early test scores, school quality and SES: Longrun effects on wage and employment outcomes", Polachek, S. (Ed.) Worker Wellbeing in a Changing Labor Market (Research in Labor Economics, Vol. 20), Emerald Group Publishing Limited, Bingley, pp. 103-132. https://doi.org/10.1016/S0147-9121(01)20039-9
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