While the literature on the incidence and wage effects of over-education is substantial, specific results for doctoral graduates are surprisingly scarce. This article aims to fill this gap, not only by measuring the prevalence of over-educated PhD holders in Europe (i.e. in EU Member States and...

We model the joint distribution of (i) individual education trajectories, defined by the allocation of time (semesters) between various combinations of school enrollment with different labor supply modalities and periods of school interruption devoted either to employment or home production and...

Immigrant children in the US tend to perform worse in reading, mathematics, and science compared to native children. This paper explores how much of such differences in achievement can be accounted for by a lack of English proficiency. To identify the causal effect of English proficiency on...

We study attitudes to education among English adolescents. Using PISA data, we show there is considerable variation in these attitudes depending on background: immigrant students have substantially and significantly more positive attitudes to school than native children, a difference that...

Linking the Workplace Employment Relations Surveys 2004 and 2011 to administrative data on pupil attainment in England we examine whether secondary and primary schools who deploy more intensive human resource management (HRM) practices have higher pupil attainment. We find intensive use of HRM...

This paper assesses the relative importance of local labour market conditions and pupil educational attainment as primary determinants of the post-compulsory schooling decision. Using a nested logit model we formally incorporate the structured and sequential decision process pupils engage with....

This study of the emergence of inequality during the early years is based upon a comparative analysis of children at the age of about five years in Australia, Canada, the United Kingdom and the United States. We study a series of child outcomes related to readiness to learn, focusing on...

The need for education to help every child rather than focus on average attainment has become a more central part of the policy agenda in the US and the UK. Remedial programmes are often difficult to evaluate because participation is usually based on pupil characteristics that are largely...