The role of the eleven-plus test and appeals in producing social inequalities in access to grammar schools
Allen and Bartley use eleven plus test and appeals data obtained from a large local authority to explore how the process of admission to grammar schools produces such a strong social gradient in entry rates. Their article focuses on the disparities between eleven-plus and subsequent SATs scores by social background for each element of the test. It then addresses whether the head teacher assessment panel seems to help or hinder poor students on the cusp of passing. Their analysis has implications for how to best improve access to grammar schools for those from disadvantaged families.