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The impact of mothers’ adult learning on their children’s academic performance at Key Stage 3: evidence from ALSPAC
journal contribution
posted on 2023-06-08, 09:06 authored by Ricardo Sabates, Kathryn Duckworth, Leon FeinsteinThis paper investigates whether the inter-generational benefits of parental adult education exists over and above the achievement of parental educational qualifications during schooling and whether returns to parental adult learning are greatest for children of parents with low levels of education. Using data from the UK Avon Longitudinal Study of Parents and Children, ALSPAC, results show that mothers' participation in adult education is not associated with improvements in their children's academic attainment in English and maths at age 14 once the previous parental academic qualifications are included. This lack of relationship was found for the overall sample, and for subgroups defined by the type of adult education (accredited, unaccredited or informal learning), the intensity of learning (duration and engagement) and by mothers' prior educational qualifications. Although our results suggest the maternal adult learning is not a key factor for improvement in children test scores at age 14, further research is needed to investigate the role of parental adult learning at other stages of children's cognitive development.
History
Publication status
- Published
Journal
Oxford Review of EducationISSN
0305-4985Publisher
RoutledgeExternal DOI
Issue
4Volume
37Page range
485-504Department affiliated with
- Education Publications
Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2012-02-06Usage metrics
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