Angela Cools, Raquel Fernández, Eleonora Patacchini, 30 August 2019

The effect of class gender composition and the effect of peer ability on outcomes are usually examined separately. This column asks whether there are long-term consequences to attending a high school with a larger or smaller number of female or male high achievers. Using data on students in grades 7-12 from a nationally representative sample of roughly 130 private and public schools, it shows that high-achieving boys have a negative and persistent effect on girls’ longer-run education outcomes, but no significant effect on boys’ outcomes. 

Thomas Cornelissen, Christian Dustmann, 08 June 2019

Primary education starts at age 6 or 7 in most OECD countries, but in the UK children start primary school at the age of 4 or 5. This column exploits local variation in school entry rules in the UK to investigate the effects of schooling at an early age on cognitive and non-cognitive development. It finds that early schooling boosts both cognitive and non-cognitive skills up until the age of 11. These effects tend to be strongest for boys from disadvantaged family backgrounds.

Giorgio Brunello, Guglielmo Weber, Christoph Weiss, 15 June 2016

Early life conditions can have long-lasting effects on individual development and labour market success. Using a sequence of reforms that raised the minimum school-leaving age in Europe, this column investigates how access to books at home influences educational and labour market outcomes. The returns to an additional year of education for individuals brought up in households with few books are much lower than for the luckier ones who had more than a shelf of books at home.

Events

CEPR Policy Research