This article suggests that the unequal presence at good schools between advantaged and less-advantaged households is driven more by proximity based admissions criteria than differences in parents' preferences for particular school characteristics.
The authors study the impact of financial education on intertemporal choice in adolescence, their findings suggesting that the effect of such educational programs is to increase comprehension and decrease bracketing in intertemporal choice.
This paper finds differences in the age at which cognitive skills are tested accounts for the vast majority of the difference in outcomes between children who are born at different times of the year.
In this CAYT report, we track the performance of high-achieving pupils from poor backgrounds through the education system and compare their trajectories with those of their more advantaged peers.
This report looks at the reasons why the achievement gap between pupils from advantaged and disadvantaged backgrounds has narrowed in London and asked whether this can be replicated elsewhere.
This research indicates that grammar schools are disproportionately unlikely to admit students who are eligible for free school meals, even when conditioning on their academic performance in primary school.
This report considers the extent to which differences in parental characteristics explain gaps in cognitive and socio-emotional development between children at older ages.
In a time of continuing fiscal austerity, policymakers increasingly want to know ‘what works’ and for whom, in order to target scarce resources on those who will benefit most and to ensure that policy has the desired impact upon those it is designed for. Basing policy decisions on evidence is undoubtedly a good thing - but only if the evidence used is robust, unbiased and methodologically sound. This observation uses recent IFS work on the link between parents’ marital status and relationship stability and child development to illustrate the challenges of using research to inform policymaking.
Calls have been made for more flexibility over when summer born children can start primary school in order to address differences in educational attainment. This follows IFS research showing that summer born children, on average, do significantly less well at school than other children. But our research also suggests a better policy response would be to provide age-adjusted test scores.
Event
3 June 2013 at 11:30<p>7 Ridgmount Street<br />London<br />WC1E 7AE</p>
This workshop will introduce participants to the principles of impact evaluation and provide guidance on how youth programmes and services can best be evaluated.
Event
10 May 2013 at 11:0028 Bedford Square, London WC1B 3JS
This seminar will launch the final report of a study which has been looking at the differences in outcomes between children born at the start and end of the academic year.
This paper uses data from a rich UK birth cohort to estimate the differences in cognitive and non-cognitive skills between children born at the start and end of the academic year.
