Skills

We exploit wage regulation to examine the impact of pay on school performance and analyse data from over 3000 schools containing around 200,000 teachers who educate around half a million children per year.

We examine the impact of a long-term programme designed to raise non-cognitive skills of children and adolescents in slums in Bombay. We use a cross-cutting design with two comparison groups of peers for young adults who have attended the programme until leaving high school to analyse whether, compared to those from a similar environment and background, enrolment in the programme demonstrably raises such skills. We find evidence of substantial impacts on both self-esteem and self-efficacy (of about one standard deviation), as well as evidence of a smaller impact on life evaluation and aspirations.

This paper extends analyses of association between maternal mental health and infant growth in low- and middle-income countries (LMICs) to children through age eight years, and broaden analyses to cognitive and psychosocial outcomes.

In this paper the authors use a randomised experiment to analyse the impact of a school grants program in Senegal, which decentralised a portion of the country's education budget.

This evaluation report, produced as part of the Oxfam Effectiveness Reviews Series 2013/14, was co-authored by Bet Caeyers of the IFS Centre for the Evaluation of Development Policies.

This evaluation report, produced as part of the Oxfam Effectiveness Reviews Series 2013/14, was co-authored by Bet Caeyers of the IFS Centre for the Evaluation of Development Policies.

This evaluation report, produced as part of the Oxfam Effectiveness Reviews Series 2013/14, was co-authored by Bet Caeyers of the IFS Centre for the Evaluation of Development Policies.

Many initiatives worldwide aim at improving financial literacy through targeted education programs, yet there is little evidence regarding their effectiveness. The authors examine here the impact of a short financial education program on teenagers in German high schools.

This paper provides new estimates of the medium- and long-term impacts of Head Start on health and behavioral problems.

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.

New research from CMPO, IFS and the University of Cambridge suggests families with lower socio-economic status have less access to higher performing schools than families with higher socio-economic status.