ERIC Number: EJ1491819
Record Type: Journal
Publication Date: 2025
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-764X
EISSN: EISSN-1469-3577
Available Date: 0000-00-00
Reporting and Measuring English School Qualifications: A Case Study of General Certificate of Secondary Education Results in Survey and Linked Administrative Data in the UK Millennium Cohort Study
Cambridge Journal of Education, v55 n6 p871-890 2025
Data on educational qualifications is essential in many research domains. The UK Millennium Cohort Study collected self-reported General Certificate of Secondary Education (GCSE) data in sweep 7 (cohort members aged 17). GCSE data from the National Pupil Database (NPD) has been linked to the MCS. This study investigates the consistency of these two sources of GCSE data using detailed statistical analyses and provides a concise sensitivity analysis to compare results obtained using the alternative data sources and measures. The authors observe marked inconsistencies between MCS self-reported GCSE results and the GCSE results in the NPD. Their central recommendation is that researchers should use the administrative GCSE records from the NPD whenever it is practicable. An open and transparent resource containing research code to process GCSE data from the MCS and from the NPD has been made available alongside this article.
Descriptors: Foreign Countries, Adolescents, Case Studies, Secondary Education, Exit Examinations, Cohort Analysis, Self Evaluation (Individuals), Academic Records, Student Characteristics, Interrater Reliability, Reliability
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; High Schools; High School Equivalency Programs; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A
Author Affiliations: 1Department of Sociology, University of York, York, UK; 2Department of Sociology, University of Edinburgh, Edinburgh, UK

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