The name is absent

Conclusions

and how much to the effect of aspirations on attainment. Many other such estimation
strategies are possible.

Alongside these more subtle longitudinal designs there is a requirement for
instrumental variables approaches that attempt to identify causal effects. Another way
forward is to make use of random allocation in interventions to establish causality
with greater confidence. In future work we will add to this review of the quantitative
survey evidence with a review of the experimental and intervention evidence.
Through the generation of random variation in potentially causal factors it is possible
to test the actual level of causal effect. This depends on the policy intervention being
able to impact on the causal factor sufficiently to create the necessary variation.

Also of value will be fieldwork research that is integrated with the quantitative issues
described in this report so as to shed light on the processes described. Much more
could be said on this issue. Here, we simply note that in our own future research we
propose to explore the issues raised in fieldwork research nested within the UK Birth
Cohort studies, focusing on cases which match or contradict the expected
relationships between parenting, education and attainment. Using biographical
research techniques we propose to explore the extent to which the cases selected: (i)
support or contradict the theoretical predictions made in this report about the relative
importance of the different mediators of education; (ii) indicate that the moderating
effects of education and/or (iii) provide alternative perspectives on the role of
education.

7.3. Policy relevance

This paper has discussed the theory and evidence on the reasons for the inter-
generational effects of education. The discussion has been somewhat distant from
issues of policy delivery. This is necessary when academic research is in an
exploratory phase during which conceptual work and the search for replication of
results dominate. This work is of value in laying out the foundations upon which
future policy advice may be built. However, we do not wish to neglect current policy
needs and so in this final section a number of points are made for policy.

First, the inter-generational transmission of educational success is a key element in
equality of opportunity. Differences between children in terms of their parents’
educational attainment and cognitive skills are a key reason for differences in children
in terms of their own attainments and cognitive development.

From this it follows that there are substantial benefits of education that accrue to
individuals (and society) in terms of what education enables parents to pass on to their
children. These need to be figured within the wider calculus of the non-pecuniary
benefits of education in arguments within government about the returns to educational
provision. Much more work needs to be done on this in estimating effects more
robustly and calculating these wider benefits in monetary terms. However, in the
short-term the contribution of this report has been to assess the argument that these

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