Showing 1 - 7 of 7
We use new, high-quality UK panel data to document the economic impacts of the COVID-19 pandemic at an individual level, from April 2020 to March 2021. We focus on where and to what extent pre-existing labour market and financial inequalities have been exacerbated. Our story is more nuanced than...
Persistent link: https://www.econbiz.de/10012816076
This paper provides evidence that finishing school when labour markets are weak leads to poor subsequent labour market prospects, particularly those leaving school at younger ages. Using administrative register data from Denmark, we find that these scarring effects are larger and more persistent...
Persistent link: https://www.econbiz.de/10012625406
In this paper we use administrative data from the social security to study income dynamics and income risk inequality in Spain between 2005 and 2018. We construct individual measures of income risk as functions of past employment history, income, and demographics. Focusing on males, we document...
Persistent link: https://www.econbiz.de/10012816074
We study earnings and income inequality in Britain over the 25 years prior to the COVID-19 pandemic. We focus on the middle 90% of the income distribution, within which the gap between top and bottom in 2019-20 was essentially the same as a quarter-century earlier. We show that this apparent...
Persistent link: https://www.econbiz.de/10013479036
We study the impact of child work on cognitive development in four Low- and Middle-Income Countries. We advance the literature by using cognitive test scores collected regardless of school attendance. We also address a key gap in the literature by controlling for children's complete time...
Persistent link: https://www.econbiz.de/10012625374
Using data covering a single cohort's first 55 years of life, we show that most of the intergenerational elasticity of earnings (IGE) is explained by differences in: years of schooling, cognitive skills, investments of parental time and school quality, and family circumstances during childhood....
Persistent link: https://www.econbiz.de/10012625385
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’...
Persistent link: https://www.econbiz.de/10014173010