Examination performance in Scottish secondary schools: an ordered logit approach
This paper analyses the determinants of educational outcomes for Scottish secondary schools. Using an ordered logit model with data on school examination performance for pupils in the last year of compulsory education, separate equations are estimated for 1993–1994 and 1998–1999. The empirical results, in line with previous British studies, underline the importance of family, peer group and school influences in determining educational outcomes. They cast doubt, however, on suggestions that there is an 'optimal' size of school.