Abstract
This paper disentangles the effect of selective schooling on long-term human capital from that of individual background. The study design proxies entry test scores for selective secondary schools in England with historical data, estimating discontinuities in school assignment directly from the data. We find that, for the marginal admitted student, selective school attendance positively affects educational attainment. Adult labour market and health outcomes are not affected for the marginal admitted student. The effect on educational outcomes is conditional on having a favourable background, and partly explained by higher-ability peers and single-sex schools.
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