Welcome to our news and blogs. Here you’ll find the latest developments and insights from across our four longitudinal studies.
Teenagers who read in their spare time know 26 per cent more words than those who never read, according to researchers at the Centre for Longitudinal Studies (CLS).
A round-up of selected journal papers and other research published in October using CLS study data.
Students whose parents had only GCSE qualifications were found to be less likely to study Science, Technology, Engineering and Mathematics (STEM) subjects, when compared to students whose parents had a degree.
Students encouraged by their teachers to stay on in education are more likely to do A-levels and apply to university, according to findings from Next Steps.
Girls who take ‘applied’ subjects, such as health and social care or home economics, at GCSE may be facing educational disadvantage as a result, a new study has found.
Students from lower socioeconomic backgrounds may be held back by their A-level subject choices when applying for prestigious courses such as law at leading universities, new findings suggest.
Children who perform well at school at age 11 are more likely to use cannabis during their late teenage years, compared to those who show less academic promise.
What can cohort studies show us about gender equality? Founding Director of MCS and Emeritus Professor of Economic and Developmental Demography, Heather Joshi explains in an IOE London blogpost.
Twenty-somethings who pursued vocational training rather than university report being just as satisfied with their lives, according to new research
How has the Millennium Cohort Study (MCS) aided government understanding of the social inequalities faced by young people today?
Young people from less advantaged homes may limit their options for further education unnecessarily when choosing their GCSE subjects.
Educational achievement may be enough to open the door to high-status occupations, but isn’t sufficient to deliver a top income in early middle age, according to new research from the UCL Institute of Education (IOE).
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