Emla Fitzsimons

Emla Fitzsimons

Research Fellow

Education:

PhD in Economics, University College London, 'Essays on Education and Work Choices in Developing and Developed Economies', 2004
Higher Diploma in Education, University College Dublin, 1997
MA in Economics, University College Dublin, 1996
Bachelor of Actuarial and Financial Studies, University College Dublin, 1995

ORCID: 0000-0003-4466-5963

Emla Fitzsimons is a Research Fellow, attached to the Centre for Evaluation of Development Policy at the Institute for Fiscal Studies. She worked at the IFS for 14 years prior to taking up the position of Professor of Economics and Director of the Millennium Cohort Study at the Institute of Education.

Her research on early childhood aims at understanding how early experiences and parental investments affect longer-term outcomes. For instance, she is using the Millennium Cohort Study to understand the impacts of breastfeeding on outcomes later on in childhood. She led a project in Colombia that implemented and evaluated a home visiting programme, with the aim of surveying the children through time and understanding the longer term effects of the programme. She has extensive research analysing how policies affect young people's schooling and labour market choices – including programmes in the UK and Colombia providing subsidies to stay on in post-compulsory schooling, and the system of higher education finance in the UK

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External web page: Institute of Education, University of London

Estimating the production function for human capital: results from a randomized controlled trial in Colombia

| Working Paper

We examine the channels through which a randomized early childhood intervention in Colombia led to signi cant gains in cognitive and socio-emotional skills among a sample of disadvantaged children aged 12 to 24 months at baseline. We estimate the determinants of material and time investments in these children and evaluate the im- pact of the treatment on such investments. We then estimate the production functions for cognitive and socio-emotional skills. The e ects of the program can be explained by increases in parental investments, which have strong e ects on outcomes and are complementary to both maternal skills and child's baseline skills.

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