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AbstractWe compare the probabilities of selective (grammar) school entry in England and Wales before and after the 1944 Education Act. The Act had direct and indirect influences on the costs of grammar education and on entry‐exam coverage, design and marking methodology. Post‐1944, grammar school entry among children born in the middle of the school year improved considerably. We argue that age‐adjusted group standardized testing was an important contributory factor. The youngest pupils remained significantly disadvantaged. We produce evidence that this is consistent with the practice of streaming (tracking) junior school children at age 7 into classes delineated by average ability.

In Europe in recent times, bargaining between a leading nationally-based industrial union and a representative group of employers over the issues of employment, wages and working time has proved to be influential in a much wider industrial context. Adopting a generalized Nash bargaining approach, this paper considers the possible effects on such "key" bargains of several prominent labor market events and policies experienced since the middle 1970s. These include the impacts of OPEC supply shocks, changes in union power, greater emphasis on payroll taxes as well as growing government economic orthodoxy as expressed through the goal of a balanced budget.