To complement analyses of how education affects locational outcomes in labour and housing markets, this paper investigates the impact of location (at neighbourhood and sub-regional scales) on English secondary school public exam results. This is explored both in terms of grades/points achieved by pupils and official attributions of 'value added', which have been related to sets of both school and area characteristics, including proximities to preferred school types. Evidence for neighbourhood and/or peer-group effects is sought via the non-linearity of relations between aggregate results and local population/pupil attributes. At school/neighbourhood level, such non-linear relations are found with the class/ethnic composition of local populations, school absence and SEN rates, and school intake quality, with the strongest effects for each operating in the most advantaged rather than the most deprived contexts. At sub-regional level, strong social class effects favouring the south are found to be substantially offset by 'crowding out' effects on teacher supply in economically successful areas.
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