Here you can search our series of working papers, dating back to 1983. These papers use data from our four cohort studies and cover a wide range of topics, from social inequalities and mobility, to physical health, education and cognitive development. Other papers in the series seek to improve the practice of longitudinal research.
This paper proposes a measure of ecological disadvantage– the Index of Local Area Relative Disadvantage (ILARD) – for use in comparative cross-country research on neighbourhood effects.
In this paper, the researchers examine the effect of maternal employment during childhood on children’s weight.
In this working paper, the researchers employed a fixed effects method to estimate the effect of paternal departure from the household on children’s socio-emotional outcomes.
In this paper, the researchers examine the educational expectations and occupational aspirations of contemporary teenagers in the UK, using data from the Millennium Cohort Study age 14 survey.
This working paper analyses objective data on BMI and overweight/obesity status among
adolescents aged 14 in 2015.
This paper presents the approach taken to the implementation of activity monitors on the main stage of the Millennium Cohort Study Age 14 Survey, and highlights a number of considerations for the implementation of objective physical activity data collection in large-scale face-to-face surveys.
This paper examines the relationship between parents’ and children’s vocabulary scores for a nationally representative birth cohort born in the UK – the Millennium Cohort Study (MCS). We investigate both socio-economic and ethnic differentials in children’s vocabulary scores, and the role of differences in parents’ vocabulary scores in accounting for these.
Linking survey responses with administrative data is a promising practice to increase the range of research questions to be explored, at a limited interview burden, both for respondents and interviewers. This paper describes the protocol for asking consent to data linkage on nine different sources in a large-scale nationally representative survey of young adults in England: the Next Steps Age 25 Survey.
This study used a large, representative sample of university students studying in England to explore the relationship between student attitudes and socio-economic disparities in subject choices.
A major part of the 2010-2015 UK government’s education reforms in England was a focus on the curriculum that pupils study from ages 14-16. Most high profile was the introduction of the English Baccalaureate (EBacc) performance measure for schools, incentivising study of “subjects the Russell Group identifies as key for university study” (Gibb, 2011). However, there does not appear to be good quantitative evidence about the importance of studying such a set of subjects, per se. This paper sets out to analyse this question, considering whether otherwise similar young people who study specific sets of subjects (full set for EBacc-eligibility, two or more sciences, foreign languages, applied subjects) to age 16 have different probabilities of entering university, and specifically a high-status university.
Over the past twenty years governmental efforts to promote social mobility have included widening access to higher education as a major focus. This is in an attempt to give more individuals the opportunity to benefit from the economic returns to a university degree (Walker and Zhu, 2011). Despite this, there remains a significant level of socioeconomic inequality in access to universities (Anders, 2012a; Boliver, 2013; Chowdry et al., 2013). Much of this inequality is explained by, or emerges through, differences in prior attainment at age 16.
The subjects that young people study from age 14 onwards may have important consequences for their future academic and labour market outcomes. These decisions are shaped by the schools in which they find themselves. Schools also face constraints of their own. This paper explores the extent to which individuals’ decisions are affected by the school they attend and to what extent this is affected by the composition of schools in terms of academic attainment, gender and socioeconomic background.