<p><p><p>This report examines the extent to which the aspirations, attitudes and behaviour of parents and children can help explain why poor children typically do worse at school than children from richer backgrounds. It is based on the analysis of a number of large-scale longitudinal data sources capturing groups of children in the UK from early childhood through to late adolescence. </p><p></p><p></p><p></p></p></p>
Authors
![Alissa Goodman](/sites/default/files/styles/square_desktop/public/2022-07/Alissa_Goodman.jpg?itok=Aj-FsQNw)
Research Fellow University College London
Alissa is an IFS Research Fellow and a Professor of Economics and Director of the Centre for Longitudinal Studies at the UCL Institute of Education.
![Person graphic](/sites/default/files/styles/square_desktop/public/2022-06/IFS-person-graphic.png?itok=hWCtTSrz)
Paul Gregg
Report details
- Publisher
- Joseph Rowntree Foundation
Suggested citation
Goodman, A and Gregg, P. (2010). Poorer children's educational attainment: how important are attitudes and behaviour?. London: Joseph Rowntree Foundation. Available at: https://ifs.org.uk/publications/poorer-childrens-educational-attainment-how-important-are-attitudes-and-behaviour (accessed: 30 June 2024).
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