Jack Britton
Associate Director
Education
PhD Economics, University of Bristol, 2014
MSc Economics (Distinction), University of Bristol, 2010
BSc Mathematics, Imperial College London, 2008
Jack joined the IFS in 2013 and works in the Education and Skills sector. His main interests lie in human capital accumulation and discrete choice dynamic modelling. Jack's recent work has included analysis of the effect of replacing the EMA with the 16-19 Bursary in England on participation and attainment, measuring human capital of university graduates in England, and modelling the interaction between health and human capital.
Academic outputs
Journal article | Economics of Education Review
The impact of the design of income contingent loans for Higher Education students on the magnitude and distribution of government subsidies is highly dependent on the institutional setting.
IFS Working Paper W19/04
Income contingent loans are an increasingly popular tool for funding higher education. These loans have desirable features, but also potentially high overall government write-offs in the long run. This latter fact has been well documented, but little is known about how those write-offs vary by ...
Reports and comment
Report
In our annual series of reports on education spending, funded by the Nuffield Foundation, we bring together data on education spending per student across the life cycle and provide analysis about the major issues facing different sectors.
Briefing note
This Briefing Note uses linked administrative data to investigate gaps in access to postgraduate degrees. The numbers of students progressing to postgraduate study are increasing rapidly, such qualifications could therefore be an important driver of differences in early career opportunities.
Presentations
Presentation
Further and higher education providers face severe resource challenges as a result of the COVID-19 pandemic. At this event, IFS researchers and panellists Philip Augar and Mary Curnock Cook analysed these challenges.
Presentation
IFS researchers presented the key findings from their second annual report on education spending in England, supported by the Nuffield Foundation, providing consistent measures of day-to-day spending per pupil in England across the four main stages of education stretching back to the early 1990s.