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Sonya Krutikova

Sonya Krutikova

Deputy Research Director

Education

PhD Economics: "Schooling and Beyond: Essays on Skill Formation and Learning in Deprived Contexts", University of Oxford, 2011
MSc Economics for Development, University of Oxford, 2007
BA Economics and Quantitative Methods, University of Sussex, 2003

Sonya joined the IFS in February 2014 as Director of the Centre for the Evaluation of Development Policies (EDePo). Her main research interests are in the determinants of skill acquisition among children and young people living in poverty, as well as more broadly the mechanisms through which childhood conditions manifest in child development and outcomes. Her recent work focuses on the role of home and school factors in explaining the evolution of gaps in cognitive skills and school attainment among children from poorer and better off backgrounds in developing countries. Sonya is additionally involved with on-going research in the following areas: the effects of early childhood health, poverty and maternal well-being on health and cognitive development; measurement of development in specific cognitive domains in large-scale surveys; and evaluation of nutrition supplementation and cognitive stimulation programs targeting young children and/or their mothers in a number of contexts including Colombia and Nepal.

( 41 results found )
IFS Working Paper W20/36
Michael P Keane, Sonya Krutikova and Timothy Neal
This working paper studies the impact of child work on cognitive development in four Low- and Middle-Income Countries. We advance the literature by using cognitive test scores collected regardless of school attendance.
Report
The COVID-19 school closures forced children and parents to make unprecedented changes to their daily routines. Including the summer holidays, most children will have had a five-and-a-half-month break from physically attending school by the time they returned in September.
External publication
A socially mobile country provides equal opportunities for everyone, across big cities and small towns, and regardless of whether your parents are rich or poor. This report makes use of newly linked administrative data on all state-educated pupils born between 1986 and 1988 to follow a group of ...
Observation
In this observation, we use data from an online survey of parents with school-aged children – funded by the Nuffield Foundation and collected during June and July 2020 – to document the patchwork of in-person schooling that children had before the summer. We also explore parents’ concerns ...
IFS Working Paper W20/26
This paper combines novel data on the time use, home learning practices and economic circumstances of families with children during the COVID-19 lockdown with pre-lockdown data from the UK Time User Survey to characterise the time use of children and how it changed during lockdown.
Observation
Prior to the crisis there was no gap in the average amount of time spent learning between children from better and worse off families, but during the lockdown a sizeable gap emerged.
Journal article | Journal of the European Economic Association
This paper uses a dataset from Tanzania with information on consumption, income and income shocks within and across family networks.
Journal article
COVID-19 has uprooted many aspects of parents’ daily routines, from their jobs to their childcare arrangements.
Mimeo
Orazio Attanasio, Bet Caeyers, Sarah Cattan, Lina Cardona Sosa, Sonya Krutikova, Peter Leighton, Salifu Amadu and Mubarik Yakubu
This report presents the main findings of the project “Improving early childhood development in rural Ghana through scalable low-cost community-run play schemes''.
Briefing note
The COVID-19 crisis has caused drastic changes to most parents’ work lives and other responsibilities. Millions of adults have lost or are forecast to lose their jobs permanently; many more have stopped work temporarily. Others are newly working from home, while many key workers are experiencing ...