Claire is a Research Fellow of the IFS and Assistant Professor of Economics at the UCL Institute of Education.
She was previously affiliated with the University of Birmingham and Programme Director of the Skills sector at IFS. Her research interests focus on the determinants of educational attainment and HE participation, including the roles of socio-economic status, expectations and aspirations, month of birth and parents' marital status. She is particularly interested in how education policy can be used to improve the outcomes of children from disadvantaged backgrounds, and has played a leading role in the evaluations of a number of education programmes aiming to do just that, including on behalf of the Department of Education and the Education Endowment Foundation.
Event
30 November 2021 at 13:30<p>Please see above for details on how to watch this event online.</p>
The next few years are likely to be particularly challenging for schools, colleges, universities and nurseries. At this event, we will examine how education spending can be best set to support levelling up and narrow inequalities.
The next few years are likely to be particularly challenging for schools, colleges, universities and nurseries. This event examined how education spending can be best set to support levelling up and narrow inequalities.
The closures of childcare providers to most families during the COVID-19 crisis have underlined the importance of access to childcare, both to support paid work and to help shape young children’s environment.
Many governments are considering expanding childcare subsidies to increase the labour force participation of parents (especially mothers) with young children.
There is a large gender gap in the likelihood of taking maths and physics at A-level, even among high-achieving pupils. Among pupils who achieved grade A or A* (equivalent to grades 7-9) in GCSE maths in 2010, 36.5% of girls compared to 51.1% of boys took maths A-level. Among those who achieved grade A or A* in GCSE physics, just 13.2% of girls compared to 39.3% of boys took physics A-level. By contrast, there is almost no gender gap in the likelihood of taking chemistry A-level amongst those who score highly in the subject at GCSE, and girls are actually more likely to take biology A-level than boys.
Despite receiving 55% of A levels overall in 2018, girls received just 43% of A levels awarded in STEM subjects. Rachel Cassidy, Sarah Cattan and Claire Crawford explore what drives girls’ A level choices, including why they may or may not opt for maths or physics.
There is substantial evidence of a significant relationship between parents’ income and sons’ earnings in the UK, and that this relationship has strengthened over time. We extend this by exploring a broader measure of net family income as an outcome.
In this report, we present long-run series of spending per student in England across the four main stages of education (early years, schools, further education and sixth forms, and higher education).
Fifty years ago, entry to state secondary schools in England was decided on the basis of an exam taken at age 11. Those with the highest scores – around 25% of the population – could go to grammar schools (selective state funded schools), while the rest would go to secondary moderns. Children educated at these different types of school followed different curricula and took different qualifications at age 16, and staying in education beyond this point was usually only open to those who had attended grammar schools.
Event
5 December 2016 at 13:3028 Bedford Square, London WC1B 3JS
The Nuffield Foundation is hosting a conference in partnership with IFS to discuss the latest evidence relating to higher education and social mobility.
Reducing socio-economic gaps in education outcomes has been at the heart of government strategy to raise social mobility for many years. Achieving higher educational qualifications enables individuals to earn more, on average, so if those from poorer backgrounds are less likely to attain these qualifications than those from richer backgrounds, then the socio-economic circumstances of parents and children will continue to be inextricably linked.
This presentation was given by Anna Vignoles, Lorraine Dearden, Claire Crawford, and John Micklewright at the event "Family background and university success" on 5 December 2016.
