Esteban Aucejo, Jacob French, Paola Ugalde Araya, Basit Zafar, 09 August 2020

New research is emerging which evaluates how COVID-19 has already impacted a generation of students. This column uses a survey of students at one of the largest public universities in the US to show that while pandemic has been broadly disruptive to students, this disruption has been much larger for lower-income students. This seems to be primarily driven by lower-income students being more likely to have been financially impacted by COVID-19 and more worried about the direct health risks from the virus.

Ethan Ilzetzki, 05 August 2020

Pupils in schools across the UK have lost up to 105 days of education due to school closures during the COVID-19 lockdown and a second wave of the pandemic, likely in the autumn, may disrupt education further. This column discusses the latest Centre for Macroeconomics survey, in which the panel predicted that the cost to UK economic growth in the will be minor to moderate. However, the panel was unanimous that school closures will increase inequality, with a large majority of the panel predicting a persistent increase in inequality. The panel also predicted harm to gender equality, with many predicting persistent increases in inequality along gender lines.

Eric Hanushek, Lavinia Kinne, Philipp Lergetporer, Ludger Woessmann, 02 August 2020

Differences in student achievement are strongly related to both future individual earnings and national economic growth. Cultural traits that underlie intertemporal decision-making may affect how much students learn. Using data for close to two million students across 49 countries during 2000–2018, this column looks at levels of patience and risk-taking and its effect on student performance. A positive effect of patience and a negative effect of risk-taking can account for two-thirds of the cross-country variation in student achievement. Among migrant students, patience and risk-taking levels of the students’ countries of origin had remarkably similar effects on educational performance in the host country.

Chirantan Chatterjee, Eric Hanushek, Shreekanth Mahendiran, 23 July 2020

Expanding access to schools has been an important goal of development policy. This column studies the 2009 Right to Education Act in India intended to mandate compulsory and free access to schools for all children aged 6 to 14. It finds that the act led to an increase in the number of private tuition centres which partly crowded out the goal of more equal access to education as only children from wealthier households can afford private tuition.


Richard V. Burkhauser, Nicolas Hérault, Stephen P. Jenkins, Roger Wilkins, 21 July 2020

The share of total income held by those at the very top of the income distribution has been much analysed, but despite a rising share of women in the top 1% of the income distribution, less is known about the gender divide at the top. This column analyses gender differences among the UK top 1% between 1999 and 2015. The rising share of women in the top 1% is largely accounted for by women having increased the time they spend in full-time education by more than men did.

Other Recent Articles:


CEPR Policy Research