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 report provides the first evidence of the relative cost-effectiveness of different routes into teaching in England, describing and empirically estimating the costs and benefits of different routes into teaching while accounting, as far as possible, for the selection of teachers with...

Teach First is a charity that seeks to address educational disadvantage by placing high-quality graduates as teachers in schools with the most educationally disadvantaged pupils. There are two questions to answer when deciding the appropriate way to do this. First, how does one define...

There is a long history of research in the UK and elsewhere showing that children who are born at the end of the academic year tend to have lower educational attainment than children born at the start of the academic year. In England, where the academic year runs from 1 September to 31 August,...

Children born at the end of the academic year have lower educational attainment, on average, than those born at the start of the academic year. Previous research shows that the difference is most pronounced early in pupils' school lives, but remains evident and statistically significant in...

This paper uses data from a rich UK birth cohort to estimate the differences in cognitive and non-cognitive skills between children born at the start and end of the academic year. It builds on the previous literature on this topic in England by using a more robust regression discontinuity design...

Children born at the end of the academic year have lower educational attainment, on average, than those born at the start of the academic year. Previous research has shown that the difference is most pronounced early in pupils' school lives, but remains evident and statistically significant in...

There is substantial evidence of a significant relationship between parents' income and sons' earnings in the UK, and that this relationship has strengthened over time. We extend this by exploring a broader measure of net family income as an outcome. In doing so, we uncover three additional...

Family and school based inputs determine children's cognitive achievement. We study the interaction between family and school inputs by identifying the causal impact of information about school quality on parental time investment into children. Our study context is England, where credible...

Geographic school admissions criteria bind residential and school choices for some parents, and could create externalities in equilibrium for non-parents through displacement or higher rent. Through a dynamic structural model, we show that the policy decision of geographic versus non-geographic...