Ghazala Azmat, Caterina Calsamiglia, Nagore Iriberri, 22 January 2016

Not everyone responds to pressure in the same way. This column suggests that girls and boys respond differently to the pressure of exams, depending on the significance of the exams. Girls perform relatively better when the stakes are low, but boys outperform them when the stakes are very high. This has a number of implications for the choices that young men and women make over degree subjects and careers.

Andrew Eyles, Stephen Machin, 22 September 2015

A number of countries have implemented various policies in an attempt to boost the performance of state-maintained schools. This column looks at the latest of these – the academies programme in England. Compared with reforms in other countries, the scale and pace of the academies programme is unprecedented. So far, academy attendance has led to gains in achievement, and the increase in autonomy has enabled schools to boost performance. It is too early, however, to tell whether the early success of sponsored academies will translate into success for the wider programme.

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