Professor Alissa Goodman

Research Fellow University College London

Alissa is Professor of Economics and Director of the Centre for Longitudinal Studies at the UCL Institute of Education and a Research Fellow at the IFS. Her research interests cover a range of issues relating to education policy, inequality and poverty. Her current work is concerned with explaining the 'socio-economic gap' in child outcomes and in higher education participation; the importance of the development of cognitive and social skills in childhood for outcomes in adult life; and higher education funding policy. Her previous work has charted trends in income inequality, intergenerational income mobility, and child and pensioner poverty in the UK. She also has extensive experience in conducting a number of large-scale policy evaluations for government departments, including Education Maintenance Allowances, Employer Training Pilots, the Employment, Retention and Advancement demonstration, and Pathways to Work.

Education

MSc Economics, Birkbeck College, 1996

BA Philosophy, Politics and Economics, Balliol College, Oxford, 1993

Contact

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Email
Website
https://iris.ucl.ac.uk/iris/browse/profile?upi=GOODM58

Professor Alissa Goodman: all content

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Showing 1 – 20 of 128 results

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Early childhood inequalities

Event 23 June 2022 at 11:00
Inequalities between children in these domains open up very early in life. At this online event we will discuss a number of questions. How large is the variation in early child development and in the environments that young children are raised in? What are the most important features of children’s early environment for their development?
Child playing with paint

Early childhood inequalities

Presentation

The environment that children are raised in, and their development of cognitive, and social and emotional skills affect the subsequent trajectory of their lives. Inequalities between children in these domains open up very early in life.

23 June 2022

Child playing with paint

Early childhood inequalities

Report

Through the lottery of birth, children are born into different socio-economic circumstances and grow up in environments that are remarkably different from each other. This report looks at inequalities in early childhood in the UK.

23 June 2022

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Erratum

Journal article

This article corrects 'The Distributional Impact of the 2012–13 Higher Education Funding Reforms in England', Fiscal Studies, Vol. 33, Issue 2, pp. 211–236.

10 December 2012

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The distributional impact of the 2012-13 higher education funding reforms in England

Journal article

This paper investigates the financial implications of the higher education funding regime to be introduced in English universities in September 2012. The analysis is based on simulated lifetime earnings profiles among graduates, linked to imputed information on parental incomes and institution and course choices.

29 June 2012

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Higher Education Finance in the UK

Journal article

This paper focuses on what the increase in resources directed at English universities arising from top-up fees means for the relative funding of English and Scottish undergraduates.

1 March 2012

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The impact of early cognitive and non-cognitive skills on later outcomes

Report

In this paper, we analyse the consequences and determinants of cognitive and non-cognitive (social) skills at age 7, using data for Great Britain from the National Child Development Study. This paper was presented at the annual meeting of the American Economic Association, Chicago, January 2012, as part of a session on 'The Impact of Early Cognitive and Non-cognitive Skills on Later Outcomes'.

7 January 2012