First Published in 1998. This work had its origin in the concern of one of the authors about those children who entered a certain grammar school in a high position on the entrance list and who therefore gave promise of good academic progress, yet were found at the end of the first academic year to have a very low standard of attainment. As well as looking at the grammar entrance exam, it also explores what make or mar educational promises at that critical stage of a young person's life-the transitional stage from primary to secondary education.

First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1998. This is Volume XV of twenty-eight in the Sociology of Education series. This is a study with special reference to university entrance written in 1949 which started as an enquiry into the performance of a group of university scholarship holders in their First-Year examinations. It developed into an examination of the transition from school to university and is concerned primarily with the problems of London and the provincial universities, though there is much that is relevant to the problems of universities elsewhere. The investigation originated in the concern which was felt amongst the staffs of universities about the general standard of student attainment.

First Published in 1998. This work had its origin in the concern of one of the authors about those children who entered a certain grammar school in a high position on the entrance list and who therefore gave promise of good academic progress, yet were found at the end of the first academic year to have a very low standard of attainment. As well as looking at the grammar entrance exam, it also explores what make or mar educational promises at that critical stage of a young person's life-the transitional stage from primary to secondary education.

Originally published in 1974. This final volume in the trilogy is concerned primarily with comparing the academic progress made by pupils of near-equal ability in the two types of school. It considers attainment in different subjects but also attitudes to different subjects and then follows up with a study of university students from both types of school background.

Originally published in 1971. This second volume in this three-part set examines specific aspects of social relationships within the school and demonstrates that co-educational and single-sex schools are fundamentally different communities. These volumes examine in detail the social and psychosocial differences between co-educational and single-sex schools. This volume provides a wealth of evidence from pupils and ex-pupils about such aspects as discipline, bullying, happiness, anxiety and attitudes to sex.

Originally published in 1971. This second volume in this three-part set examines specific aspects of social relationships within the school and demonstrates that co-educational and single-sex schools are fundamentally different communities. These volumes examine in detail the social and psychosocial differences between co-educational and single-sex schools. This volume provides a wealth of evidence from pupils and ex-pupils about such aspects as discipline, bullying, happiness, anxiety and attitudes to sex.

Originally published in 1974. This final volume in the trilogy is concerned primarily with comparing the academic progress made by pupils of near-equal ability in the two types of school. It considers attainment in different subjects but also attitudes to different subjects and then follows up with a study of university students from both types of school background.

Originally published in 1969. This is the first volume in a trilogy which compares co-educational and single-sex schools. The study is based on the results of over twenty years' experience among teachers and pupils and examines in detail the differences between the two types of school. This volume focuses on the teachers and on the pupil-teacher relationship.

Originally published in 1969. This is the first volume in a trilogy which compares co-educational and single-sex schools. The study is based on the results of over twenty years' experience among teachers and pupils and examines in detail the differences between the two types of school. This volume focuses on the teachers and on the pupil-teacher relationship.