Basic Skills and Social Exclusion - Centre for Longitudinal Studies

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Leaving school, future plans and aspirationsgreat niaority ui poor readers. l)aitI(1ilOi1\ I ilL ii IH ,II LI..kave school at the earliest opportunity. Poor readers were also more likely riiiI tor early leavers to believe they were 'riot bright enough to stay on'. AIu 1'Ys, more high risk poor readers had always taken early leaving for granted: FHis, high risk poor readers were the least likely to he g lIT It III l II l\ r 11 II Iii'ade elsewhere in (otuparison with oIl wr ;irlv Ie;ivers.nagers who wonted to leave school at / 6and social exdusioI I31\i HI I;lrlv It iivers were prepared to meet the demands ()II IL II 'III IIIII5 i FLI jority of poor readers knew how to complete an applicatioii form, write a let 11 pplicat ion or get by at an interview. However 16% of boys and 10% of gIIkIll mug the high risk poor readers (lid not know how to complete all applicat mmI on. Earnings and independence were cited as the mart root ivators for leave ILLI r boys, high risk poor readers were most likely to think it was 'pout I III; LILois for the fist ore', whereas among girls it was poor readers over;Il.what of their future? What aspirations did the young leavers hold.'I. \\ ill lidilwṿ see themselves doing hi five years time, at age 21? Hardly any poor rea(lt mw a future in t cr1 jarneducation in conipason wit It roughly a fifth of the wIll i(15)11. ilLr lHI II Is Sri mr Isi)iI;Il 11)115. \\1I1I hi'lill risk IH r r, jIlL Ill'
least likely to see themselves working in a skilled job or profession. They wenmost likely to think they would be working'with their hands.Growing up: relationship with parents, friends and social lifeThe young people were asked if their parent(s) were iiterested in \vin'I(' 11evsocialised, and with whom. Among boys, those with high social exclusion riskwere the most likely to report a gulf between themselves and their parents.Among the girls poor reading was again the more critical factor. The greatit of teenagers went to discos and clubs, but very few said they had smokedcannabis or taken any other drug. Among boys, high risk poor readers werealready more likely to be smoking cigarelles. For girls, pow . r(sld(rs Hvrih1 \vcllt lie more likely to smoke than other girls.:\inong boys and girls, poor readers vcrc neru likcly In hlav( 515111 1()111 ()I.hours watching TV and were less likely to have read a book for at least an hour onhe day before their interview, with a high risk of social exclusion adding to thelikelihood of both. However, it is interesting to note that a substantial minority ofpoor readers, both low and Iiigh risk, did mid nt hone fir at lisist an muir in the'lay before the interview.Watch TV for 4+ hours aBoys ond 1s By uonchn y and social exc/usion dsk ot /0'K POOR REA'I P111519.12
Page 2 and 3: Basic Skills andSocial ExclusionFin
Page 4 and 5: Forewordknow from many earlier stud
Page 6 and 7: SummaryOCL\I. exclusion is characte
Page 8: I of high risk poor readers had par
Page 11 and 12: li tract eristics as family social
Page 13 and 14: divided into two groups on the basi
Page 15 and 16: sessment of overall academic abilit
Page 17: -Ieenqcers who liked schoo-Ja212912
Page 21 and 22: Social exclusion outcomes at 30EENA
Page 23 and 24: a non-manual c:IU[1441 671Partnersh
Page 25 and 26: -\'11jt1111s of depression wen , ii
Page 27 and 28: I tome-school relations need to l(
Page 29 and 30: ReferencesAtkinson, A.B. (1998) Soc
Page 31 and 32: Parents' assessments of their son o
Page 33 and 34: Teenagers' transition from school t
Page 35 and 36: Teenagers' relationship with parent
Page 37 and 38: Employment outcomes at 30 by readin
Page 39 and 40: Partner, parent and housing outcome
Page 41 and 42: Health status and well-being outcom
Page 44: ic Ski'

Basic Skills and Social Exclusion - Centre for Longitudinal Studies

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