This project aims to inform the public policy debate on higher education funding and access.

Resources and analysis relating to the 2010 Spending Review.

This theme is concerned with transitions both within the compulsory education phase and beyond.

This project evaluates a number of different scenarios for reforming student loans and grants.

This project makes use of newly linked administrative datasets to better understand the determinants of participation in Higher Education (HE) amongst different types of student.

By taking a life-cycle approach, starting in early childhood and moving through to compulsory schooling and beyond, this project will build a picture of the cumulative nature of educational attainment, assessing the relative importance of different factors at different stages in the lives of young people growing up in poverty.

This project aims to produce several contributions of considerable policy and practical relevance, as well as of methodological interest, for the study of the returns to educational qualifications using data from the National Child Development Survey.

The recent debate about Higher Education (HE) funding in the UK has lead to renewed discussion about the value of a university degree. In particular, funding arrangements that require students to pay for the cost of their education and/or maintenance over the course of their lifetimes, as well as the continued interest in the entry decision faced by students and the effects of funding changes on access to HE, have led to a need to evaluate the benefits of higher education over the course of a working lifetime.

The project will allow the IFS to conduct a national study (jointly funded by the DfES through the Centre for the Economics of Education) to look at how length of schooling and day of birth affects children's academic outcomes at the ages of 7, 11 and 14.

A joint project co-ordinated through the Centre for Research in Social Policy at Loughborough University. The work will undertake an evaluation of the Adult Learning Grant, which is to be piloted in 10 areas of the country.

This project aims to shed light on the broad question of what types of early childcare can be most helpful for what types of children and in terms of what outcomes.

The objective of this research is to apply LIV to several interesting empirical problems in labour economics.

It is difficult to measure the contribution of school quality to student outcomes. Since parents choose where their children attend school, it is impossible to tell using a naïve analysis whether students at 'good' schools do well because the schools are good or whether they do well because they are in some sense 'good' students.

This project seeks to shed light on the extent to which credit constraints may affect individuals choices to stay in full-time education past the age of 16 and to complete higher education (HE) qualifications in the United Kingdom, and on how this has varied between individuals born in 1958 and in 1970.

To inform educational policy, it is often more relevant to know the returns to educational investments that accrue (or would have accrued) to the marginal entrant in education, rather than to the average learner.

Recent government policy has focused on helping low-skilled individuals obtain a Level 2 qualification.

The Centre for the Economics of Education is dedicated to combining the fields of economics education, and statistics in an interdisciplinary approach to research. The CEE is a research centre based at Centre for Economic Performance in partnership with the Institute for Fiscal Studies and the Institute of Education. The CEE is sponsored by the Department for Education and Skills

We analyse the proposed and actual reforms made to the funding of Higher Education.

Our research in this area uses a unique British panel data set, the National Child Development Survey (NCDS) to look at the determinants and effects of work-related training in Britain.

This project evaluates the government's Sure Start Wraparound pilot projects.

The Employer Training Pilots (ETP) were established in September 2002 to test the effectiveness of a new policy approach to stimulating employer-provided training to level 2 or basic skills qualifications for employees who were not already qualified to level 2.

Centre for the Microeconomic Analysis of Public Policy (CPP)

When looking at the relationship between individual earnings and schooling, there are a number of potential sources of bias which arise due to individual educational choices; individuals of higher unobserved ability or with higher unobserved payoffs from schooling may for instance invest more in education.

This project analyses the government's Excellence in Cities project, which targets secondary schools in inner cities.

The project evaluates the proposed Education Maintenance Allowance comparing the government's pilot areas with selected control areas.