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Jack Britton

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
We investigate differences in the returns to undergraduate degrees by socio-economic background and ethnicity using the Department for Education’s Longitudinal Education Outcomes (LEO) data set.
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.

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.
( 63 results found )
Press release
Equal access to higher education for students from all socio-economic and ethnic groups is a key aim of UK education policy. New research at the Institute for Fiscal Studies (IFS), commissioned by the Department for Education, looks at the financial benefit that students from different ...
Report
We investigate differences in the returns to undergraduate degrees by socio-economic background and ethnicity using the Department for Education’s Longitudinal Education Outcomes (LEO) data set.
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.
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.
Press release
In the latest flagship IFS ‘Annual Report on Education Spending in England’, funded by the Nuffield Foundation, researchers look at the challenges posed by COVID-19 for the education sector.
Press release
Jack Britton, Franz Buscha, Matt Dickson, Laura van der Erve, Anna Vignoles, Ian Walker, Ben Waltmann and Yu Zhu
On average, masters graduates don’t earn much more than people with the same background and prior attainment who don’t go beyond undergraduate level. But while masters graduates in business and law see returns of less than 15%, those in many arts and humanities courses see negative returns.
External publication
Jack Britton, Franz Buscha, Matt Dickson, Laura van der Erve, Anna Vignoles, Ian Walker, Ben Waltmann and Yu Zhu
This report provides estimates of the earnings returns to completing postgraduate degrees, for British and Northern Irish students studying in Britain.
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.
Observation
On Monday, the government performed a dramatic U-turn on how A Level grades are assigned to students this year. The most pressing issue now is what will happen to university places.
Briefing note
Jack Britton, Elaine Drayton and Laura van der Erve
Tuition fees from international students account for nearly a fifth of total income of the higher education sector. A big drop in international students would imperil university finances.