School Leaving Intentions at the Age of Sixteen: Evidence from a Multicultural City Environment

Abstract

The intention to continue on to further study by students in full-time education is investigated with particular focus on the role of peer groups and educational experience. Using random effects nominal logit regression analysis and data from the Bradford Youth Cohort surveys, it is found that peer groups and the perceived importance of teachers' advice positively influence the decision to continue onto post-compulsory education. Boys intentions to leave the area in the future appears to be strongly related to the intention to stay on in education, illustrating a link between education and future geographical mobility. The importance of these variables varies between genders.