This paper examines the impact of in utero exposure to the Asian influenza pandemic of 1957 upon physical and cognitive development in childhood. Outcome data is provided by the National Child Development Study (NCDS), a panel study of a cohort of British children who were all potentially...

We exploit the change to the minimum school-leaving age in the United Kingdom from 14 to 15 using a regression discontinuity design to evaluate the causal effect of one more year of education on cognitive abilities at older ages. We find a large and significant effect of this reform on males'...

This paper shows that there are large differences in cognitive and socio-emotional development between children from rich and poor backgrounds at the age of 3, and that this gap widens by the age of 5. Children from poor backgrounds also face much less advantageous "early childhood caring...

Childcare costs are often viewed as one of the biggest barriers to work, particularly among lone parents on low incomes. Children in England are typically eligible to start school - and thus access a number of hours of free public education - on 1 September after they turn four. This means that...

This report considers the extent to which differences in parental characteristics explain gaps in cognitive and socio-emotional development between children at older ages. It documents and explores the differences between children born to cohabiting and married couples for a range of other...

This paper analyses the key trends in child poverty in Britain, with particular focus on changes since the late 1990s when the issue was promoted towards the top of the policy agenda. The position of low-income families with children in the income distribution improved considerably in the late...