This paper uses a variety of methods to examine the impact of educational attainment of future earnings. Compared with stopping education at 16 years of age with no qualifications, we find that acquiring O-levels (GCSEs) increases earnings by 18%, A-levels increases earnings by 24% and going to higher education increases earnings by 48%.
We evaluate the effects of undergoing any early schooling (before the compulsory starting age of 5) and of pre-school on a cohort of British children born in 1958.
This chapter explores the question of how the quantification of the individual wage gain from education does or could feed into policy, and in particular the contribution it can give to the issue of underinvestment in education.
This lecture, for the IFS Public Economics Lectures series, focuses on the treatment of children in the UK tax system and outlines UK trends in support for children and in child poverty.
This paper addresses the intergeneration transmission of education and investigates the extent to which early school leaving (at age 16) may be due to variations in permanent income, parental education levels, and shocks to income at this age.
In this paper we investigate recent trends in childcare use amongst families in Great Britain, and provide a thorough comparison of the different household survey and administrative datasets.
In this paper, we offer an in-dept investigation of NVQ qualifications, trying to shed some
light as to why a seemingly beneficial certification of skill appears to hurt labour market
prospects.
In this analysis we seek to shed light on the extent to which credit constraints may affect individuals
choices to stay in full-time education past the age of 16 and to complete higher education
(HE) qualifications in the United Kingdom, and on how this has varied between individuals
born in 1958 and in 1970.
In this paper we evaluate the effect of a large nutrition programme in rural Colombia on children nutritional status, school achievement and female labour supply.
This paper uses cross section data to investigate whether the returns to education vary with the level of ability. Using a measure of cognitive ability based on tests taken at ages 7 and 11 we find, unlike most of the existing literature, clear evidence that the return to schooling is lower for those with higher ability indicating that education can act as a substitute for observed ability.
