Felipe Barrera-Osorio, Leigh Linden, Juan Saavedra, 16 October 2017

Christian Dustmann, Hyejin Ku, Do Won Kwak, 28 September 2017

Some studies have shown that pupils from single-sex schools outperform their counterparts at mixed-gender schools. This column attempts to disentangle the causal effects by exploiting a government policy in South Korea that led to some single-sex schools converting to co-ed one grade at a time. Academic performance fell for boys when their schools became co-ed even if their class remained single-sex, but performance only fell among girls whose classes became mixed. These results suggest different mechanisms for the effects of mixed-gender schools on boys’ and girls’ academic performance.

Samuel Bowles, Wendy Carlin, 07 September 2017

Our intro courses fail to reflect the dramatic advances in economics – concerning information problems and strategic interactions, for example – since Samuelson’s paradigm-setting 1948 textbook. Missing, too, is any sustained engagement with new problems we now confront and on which economics has important insights for public policy – climate change, innovation, instability and growing inequality amongst them. This column introduces a free online interactive text – now used as the standard intro at UCL, Sciences Po, and Toulouse School of Economics – which responds.

Latika Chaudhary, 11 August 2017

Anna Vignoles, 07 June 2017

In international tests, the UK system performs quite well. In this video, Anna Vignoles underlines that this is the result of multiple policies, rather than a single one. This video was recorded at the Royal Economic Society Annual Conference held in Bristol in April 2017.

Tahir Andrabi, Jishnu Das, Asim Ijaz Khwaja, 26 June 2017

Nava Ashraf, Natalie Bau, Nathan Nunn, Alessandra Voena, 20 June 2017

Fernanda Estevan, Thomas Gall, Patrick Legros, Andrew Newman, 23 May 2017

In recent years, several US states have introduced college admission policies that reward local rather than global relative performance by guaranteeing admission to students graduating in the top N-percent of their high school. This column examines how these policies affected socioeconomic and ethnic segregation at both the university and high school levels in the state of Texas. While the policies did not replicate the level of diversity in universities seen under earlier affirmative action policies, they did lead to a reduction in the overall level of ethnic segregation in high schools.

Travers Child, 21 May 2017

The pervasive ‘hearts and minds’ theory guiding counterinsurgency doctrine contends that military-led reconstruction reduces violence in post-conflict settings. Using rare data from Afghanistan, this column questions the theoretical and empirical basis of that perspective. Military-led projects in the health sector are found to successfully alleviate violence, whereas those in the education sector actually provoke conflict. The destabilising effects of education projects are strongest in conservative areas, where public opinion polls suggest education projects breed antipathy towards international forces.

Sandra Sequeira, Nathan Nunn, Nancy Qian, 17 May 2017

Recent empirical studies of the effects of immigration have tended to focus on short-run outcomes. This column considers the longer run by examining how mass migration at the turn of the 20th century has affected US outcomes today. Higher historical immigration between 1860 and 1920 is found to result in significantly better social and economic outcomes today. The results suggest that the long-run benefits of immigration can be large, can persist across time, and need not come at a high social cost.

Rachel Baker, Eric Bettinger, Brian A. Jacob, Ioana Marinescu, 11 May 2017

As low- and middle-skill jobs disappear from the labour market, a major policy objective is to help students gear their education towards higher-skilled, higher-paying jobs. This column examines how aware US college students are of differing salaries and job prospects, and how they influence the choice of degree major. Earning potential and job prospects appear less important than enjoyment of and proficiency in a subject, possibly reflecting that students feel underinformed about the salaries and job status of alumni from their college.

Karen Clay, Jeff Lingwall, Melvin Stephens, 22 April 2017

The exact causes of (and lessons from) the Great Compression – the decline in US income inequality in the mid-20th century – remain unclear. This column uses census data and changes in law to examine the effect of education across the complete distribution of income. Policies that increased attendance for young children in the late 19th and early 20th centuries appear to have had long-term implications for earnings and inequality, with returns to schooling highest among those at the lower end of the income distribution.

Ufuk Akcigit, John Grigsby, Tom Nicholas, 02 February 2017

A pressing issue facing policymakers around the globe today is how to generate long-term economic growth through technological innovation. Using a new dataset that matches 19th and 20th century patent records with census data, this column attempts to shed some light on the ‘golden age’ of US innovation. Population density and financial development are found to be important determinants of state innovativeness, while education appears to be the critical input at the individual level. These findings have important implications for innovation policy today.

Sari Pekkala Kerr, William Kerr, Çağlar Özden, Christopher Parsons, 31 January 2017

The distribution of talent and human capital is highly skewed across the world. As high-income countries engage in a global race for talent, the resulting migration of high-skilled workers across countries tilts the deck even further. This column draws upon newly available data to outline the patterns and implications of global talent mobility. Key results include recent dramatic increases in high-skilled migration flows, particularly in certain occupations, in certain countries, among those with higher skill levels, and from a wider range of origins. 

Axel Dreher, Shu Yu, 25 November 2016

The belief that educating future leaders of other countries helps spread the values of the country of study has inspired many foreign-education programmes. This column uses data on the education and UN voting patterns of 831 world leaders to show that foreign-educated leaders tend to be less friendly with former hosts, but more friendly with countries that share the host’s culture and politics. This appears to reflect a tension between ‘affinity’ with former hosts and ‘allegiance’ to domestic voters.

Philip Oreopoulos, Uros Petronijevic, 13 November 2016

Questions over the value of a university education are underscored by negative student experiences. Personalised coaching is a promising, but costly, tool to improve student experiences and performance. This column presents the results from an experiment comparing coaching with lower cost ‘nudge’ interventions. While coaching led to a significant increase in average course grades, online and text message interventions had no effect. The benefits of coaching appear to derive from the trust-based nature of relationships and personalised attention.

Dale Jorgenson, Mun S. Ho, Jon Samuels, 01 November 2016

There has been speculation that the low employment rates for younger and less-educated workers in the US reflect a ‘new normal’. This column uses detailed new US data to project output, productivity, and employment rates over the next decade. The results indicate that US economic growth will continue to recover from the Great Recession through the resumption of growth in productivity and labour input. The recovery of employment rates for less-educated and younger workers will make an important contribution to future economic growth.

Michele Pellizzari, Giacomo De Giorgi, 16 September 2016

The more we rely on each other the less effort we put in. In this video, Giacomo de Giorgi and Michele Pellizzari discuss the differences in groups' performances. This video was recorded at the Royal Economic Society annual conference at the University of Manchester in spring 2015. 

Pages

Events