Dr Claire Crawford

This paper provides new evidence on what happens to young people from different backgrounds once they arrive at university, exploring socio-economic differences in drop-out, degree completion and degree class.

Online Appendix to accompany IFS Working Paper W14/31: socio-economic differences in university outcomes in the UK: drop-out, degree completion and degree class by Claire Crawford

This paper focuses on individuals who have completed university and provides new evidence on differences in graduates’ earnings by socio-economic background, with a particular focus on whether they attended a private school.

This note summarises the results of two related research projects. With funding from the ESRC through its Secondary Data Analysis Initiative, and the Nuffield Foundation, Jo Blanden (University of Surrey), Emilia Del Bono (University of Essex), Kirstine Hansen (Institute of Education), Sandra McNally (University of Surrey) and Birgitta Rabe (University of Essex) investigated the impact of free early education on children’s development.

This report estimates the impact of free, universal pre-school education for three year olds on maternal labour supply in England.

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 CAYT report uses linked individual-level administrative data from schools and universities to document the relationships between a variety of secondary school characteristics of interest and higher education (HE) participation rates and university outcomes.

This article uses individual data on employment and wages to try to understand whether real wage flexibility can help shed light on the UK’s productivity puzzle.