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R.H. Tawney (1880–1962), a leading English economic historian and prominent socialist, was vigorously involved in educational reconstruction during the Second World War. For Tawney, the war was a war for social democracy. His ideals of social democracy formed a basis for his case for Public (independent) School reform and free secondary education for all. Despite this, the connection between Tawney’s ideals and his perspectives on educational issues has not been addressed fully by historians and thus there has been a lack of a proper explanation for his often criticised sympathy for the public schools and his indifference towards the multilateral school. Hence, this paper aims to re-examine the link between them in greater depth. It concludes that, according to Tawney’s ideals of social democracy, the abolition of the public schools was not necessary for the establishment of a democratic educational system. Moreover, Tawney did not launch an attack on the tripartite system proposed by the Norwood Report of 1943 since it was not against his ideal of equality as long as different secondary schools were equal in quality and status. Equality, he believed, must be advanced through the raising of the school leaving age to 16 and the abolition of fees in all secondary schools. Thus, he laid more emphasis on the school leaving age and tuition fees than on the multilateral school. In brief, on various issues pertaining to secondary education, Tawney’s opinions and actions were deeply grounded in his distinctive ideals of social democracy. [ABSTRACT FROM PUBLISHER]

High school education is central to adolescent socialization and has important downstream consequences for adult life. However, scholars examining schooling's political effects have struggled to reconcile education's correlation with both more liberal social attitudes and greater income. To disentangle this relationship, I exploit a major school leaving age reform in Great Britain that caused almost half the population to remain at high school for at least an additional year. Using a fuzzy regression discontinuity design, I find that each additional year of late high school increases the probability of voting Conservative in later life by 12 percentage points. A similar relationship holds when pooling all cohorts, suggesting that high school education is a key determinant of voting behavior and that the reform could have significantly altered electoral outcomes. I provide evidence suggesting that, by increasing an individual's income, education increases support for right-wing economic policies and, ultimately, the Conservative Party. [ABSTRACT FROM AUTHOR]