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  1. Challenges for the childcare market: the implications of COVID-19 for childcare providers in England
    Autor*in: Blanden, Jo; Crawford, Claire; Drayton, Elaine; Farquharson, Christine; Jarvie, Megan; Paull, Gillian
    Erschienen: [2020]
    Verlag:  Institute for Fiscal Studies, London

    The closures of childcare providers to most families during the COVID-19 crisis have underlined the importance of access to childcare, both to support paid work and to help shape young children's environment. However, the crisis has had severe... mehr

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    The closures of childcare providers to most families during the COVID-19 crisis have underlined the importance of access to childcare, both to support paid work and to help shape young children's environment. However, the crisis has had severe consequences for the finances of childcare providers, which were already weak in several parts of the sector going into the crisis. Despite a range of government support programmes, many providers lost income during lockdown. In the medium term, a longer-lasting fall in demand for childcare or an increase in costs related to social distancing could seriously hamper financial sustainability in the sector going forward. In this report, we assess the consequences of the pandemic - and the resulting public health response - for the finances of early years childcare providers. The pandemic has hit demand for childcare hard: during the lockdown, when only vulnerable children and those with key worker parents were able to access childcare, fewer than 250,000 children aged 0 to 4 were attending childcare on a given day, compared to around 1.4 million before the pandemic. Since June, the sector has been allowed to serve all children in England, but even before the summer holidays, take-up peaked at 420,000 children. We summarise the packages of support available to providers to help them cope with the loss of demand during the lockdown and over the next few months, and we model how these have interacted with the loss of income due to the crisis and with providers' pre-existing finances. We also discuss how the changes to providers' finances might affect capacity in the sector, and whether and how the government might intervene to support providers. [...]

     
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    Beteiligt: Lumpkin, Rachel (HerausgeberIn)
    Sprache: Englisch
    Medientyp: Ebook
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    ISBN: 9781912805983
    Weitere Identifier:
    hdl: 10419/235063
    Schriftenreihe: IFS report ; R175
    Schlagworte: Kinderbetreuung; Markt; Coronavirus; Finanzierung; England
    Umfang: 1 Online-Ressource (circa 93 Seiten), Illustrationen
  2. Does more free childcare help parents work more?
    Autor*in: Brewer, Mike; Cattan, Sarah; Crawford, Claire; Rabe, Birgitta
    Erschienen: 30 Mar 2020
    Verlag:  The Institute for Fiscal Studies, London

    Many governments are considering expanding childcare subsidies to increase the labour force participation of parents (especially mothers) with young children. In this paper, we study the potential impact of such a policy by comparing the effects of... mehr

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    Many governments are considering expanding childcare subsidies to increase the labour force participation of parents (especially mothers) with young children. In this paper, we study the potential impact of such a policy by comparing the effects of offering free part-time childcare and of expanding this offer to the whole school day in the context of England. We use two different strategies exploiting free childcare eligibility rules based on date of birth. Both strategies suggest that free part-time childcare only marginally affects the labour force participation of mothers whose youngest child is eligible, but expanding from part-time to full-time free childcare leads to significant increases in labour force partici-pation and employment of these mothers. These effects emerge immediately and grow over the months following entitlement. We find no evidence that parents adjust their labour supply in anticipation of their children’s entitlement to free childcare.

     
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    hdl: 10419/223285
    Schriftenreihe: IFS working paper ; W20, 9
    Umfang: 1 Online-Ressource (circa 43 Seiten), Illustrationen
  3. How can we increase girls' uptake of maths and physics A-level?
    Autor*in: Cassidy, Rachel; Cattan, Sarah; Crawford, Claire; Dytham, Siobham
    Erschienen: [2018]
    Verlag:  Institute for Fiscal Studies, London

    There is a large gender gap in the likelihood of taking maths and physics at A-level, even among high-achieving pupils. Among pupils who achieved grade A or A* (equivalent to grades 7-9) in GCSE maths in 2010, 36.5% of girls compared to 51.1% of boys... mehr

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    There is a large gender gap in the likelihood of taking maths and physics at A-level, even among high-achieving pupils. Among pupils who achieved grade A or A* (equivalent to grades 7-9) in GCSE maths in 2010, 36.5% of girls compared to 51.1% of boys took maths A-level. Among those who achieved grade A or A* in GCSE physics, just 13.2% of girls compared to 39.3% of boys took physics A-level. By contrast, there is almost no gender gap in the likelihood of taking chemistry A-level amongst those who score highly in the subject at GCSE, and girls are actually more likely to take biology A-level than boys. In partnership with the STEM Skills Fund, we conducted a study to understand the barriers that stop girls from taking maths and physics at A-level. This took the form of a small-scale randomised control trial in which girls in Year 11 who were predicted to achieve at least grade 7 (equivalent to at least grade A) in maths, physics or combined science GCSE were offered financial support in return for applying to study physics or maths A-level. As part of this trial, we surveyed 266 girls, as well as a senior staff member across 40 schools, about girls' A-level subject choices and what drives them. We also conducted four focus groups with 6-8 girls in schools in Bolton, Hull, Birmingham and Portsmouth to discuss these reasons in more detail.

     
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    ISBN: 9781912805082
    Weitere Identifier:
    hdl: 10419/201788
    Schriftenreihe: [IFS report] ; (R149)
    Umfang: 1 Online-Ressource (circa 21 Seiten), Illustrationen
  4. Small business taxation
    a special study of the structural issues surrounding the taxation of business profits of owner managed firms
    Autor*in: Crawford, Claire; Freedman, Judith
    Erschienen: 2008
    Verlag:  Oxford University Centre for Business Taxation, Oxford

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    Schriftenreihe: Working paper / Oxford University Centre for Business Taxation ; 08,06
    Schlagworte: Steuerpolitik; Unternehmensbesteuerung; KMU; Rechtsform; Personengesellschaft; Kapitalgesellschaft; Selbstständige; Sozialversicherung; Industrieländer; Großbritannien
    Umfang: Online-Ressource (PDF-Datei: 64 S.), graph. Darst.
  5. Post-16 educational choices and institutional value added at key stage 5
    Autor*in: Crawford, Claire; Meschi, Elena; Vignoles, Anna
    Erschienen: 2011
    Verlag:  CEE, London

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    Schriftenreihe: CEE discussion papers ; 124
    Schlagworte: Bildungswesen; Berufsbildungspolitik; Studium; Großbritannien
    Umfang: Online-Ressource (PDF-Datei: 62 S.), graph. Darst.
  6. The impact of age within academic year on adult outcomes
    Autor*in: Crawford, Claire; Dearden, Lorraine; Greaves, Ellen
    Erschienen: 2013
    Verlag:  Inst. for Fiscal Studies, London

    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... mehr

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    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 high-stakes exams taken at the end of compulsory schooling. Those born later in the academic year are also significantly less likely to participate in post-compulsory education than those born at the start of the year. We provide the first evidence on whether these differences in childhood outcomes translate into differences in the probability of employment, occupation and earnings for adults in the UK. We also examine whether there are differences in broader measures of well-being such as self-perceived health and mental health. We find that the large and significant differences observed in educational attainment do not lead to pervasive differences in adulthood; those born towards the end of the academic year are more likely to experience unemployment (which is particularly true for females and those that don't achieve a degree level qualification) but in general there are few substantial or statistically significant differences in terms of occupation, earnings and self-perceived health and mental health. It is not clear why this should be the case, but if employers reward productivity equally as they learn more about their workers, irrespective of their educational attainment, then this lack of significant differences may not be surprising.

     
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    Weitere Identifier:
    hdl: 10419/91558
    Schriftenreihe: IFS working papers ; W13/07
    Umfang: Online-Ressource ([27] S.), graph. Darst.
  7. The drivers of month of birth differences in children's cognitive and noncognitive skills
    a regression discontinuity analysis
    Autor*in: Crawford, Claire; Dearden, Lorraine; Greaves, Ellen
    Erschienen: 2013
    Verlag:  Inst. for Fiscal Studies, London

    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... mehr

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    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 and is also able to provide new insight into the drivers of the differences in outcomes between children born in different months that we observe. Specifically, we compare differences in tests that are affected by all three of the potential drivers (age at test, age of starting school and relative age) with differences in tests sat at the same age (which are therefore not affected by the age at test effect) as a way of separately identifying the age at test effect. We find that age at test is the most important factor driving the difference between the oldest and youngest children in an academic cohort; highlighting that children born at the end of the academic year are at a disadvantage primarily because they are almost a year younger than those born at the start of the academic year when they take national achievement tests. An appropriate policy response in this case is to appropriately age-adjust these tests. However, we also find evidence that a child's view of their own scholastic competence differs significantly between those born at the start and end of the academic year, even when eliminating the age at test effect. This means that other policy responses may be required to correct for differences in outcomes amongst children born in different months, but not necessarily so: it may be that children's view of their scholastic competence would change in response to the introduction of appropriately age-adjusted tests, for example as a result of positive reinforcement.

     
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    Weitere Identifier:
    hdl: 10419/91550
    Schriftenreihe: IFS working papers ; W13/08
    Umfang: Online-Ressource (23 S. + 7 S.), graph. Darst.
  8. Identifying the drivers of month of birth differences in educational attainment
    Autor*in: Crawford, Claire; Dearden, Lorraine; Greaves, Ellen
    Erschienen: 2013
    Verlag:  Inst. for Fiscal Studies, London

    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... mehr

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    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 high-stakes exams taken at the end of compulsory schooling. To determine the most appropriate policy response, it is vital to understand which of the four possible factors (age at test, age of starting school, length of schooling and relative age without cohort) lead to these differences in attainment between those born at different points in the academic year. However, research to date has been unable to adequately address this problem, as the four potential drivers are all highly correlated with one another, and three of the four form an exact linear relationship (age at test = age of starting school + length of schooling). This paper is the first to apply the principle of maximum entropy to this problem. Using two complementary sources of data we find that a child's age at the time they take the test is the most important driver of the differences observed, which suggests that age-adjusting national achievement test scores is likely to be the most appropriate policy response to ensure that children born towards the end of the year are not at a disadvantage simply because they are younger when they take their exams.

     
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    Weitere Identifier:
    hdl: 10419/91528
    Schriftenreihe: IFS working papers ; W13/09
    Umfang: Online-Ressource ([42] S.), graph. Darst.
  9. What can wages and employment tell us about the UK's productivity puzzle?
    Autor*in: Blundell, Richard W.; Crawford, Claire; Jin, Wenchao
    Erschienen: 2013
    Verlag:  Inst. for Fiscal Studies, London

    This paper uses individual data on employment and wages to shed light on the UK's productivity puzzle. It finds that workforce composition cannot explain the reduction in wages and hence productivity that we observe; instead, real wages have fallen... mehr

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    This paper uses individual data on employment and wages to shed light on the UK's productivity puzzle. It finds that workforce composition cannot explain the reduction in wages and hence productivity that we observe; instead, real wages have fallen significantly within jobs. Why? One possibility we investigate is higher labour supply in this recession than in the past. Another is lower trade union membership. Alternatively, it might be driven by a fall in productivity as a result of a lower capital-labour ratio. We cannot tell whether productivity is driving wages or vice versa, but understanding why wages have fallen within jobs is at the heart of the UK's productivity puzzle.

     
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    Weitere Identifier:
    hdl: 10419/91506
    Schriftenreihe: IFS working papers ; W13/11
    Umfang: Online-Ressource (32 S.), graph. Darst.
  10. Heterogeneity in graduate earnings by socio-economic background
    Autor*in: Crawford, Claire; Vignoles, Anna
    Erschienen: 2014
    Verlag:  Inst. for Fiscal Studies, London

    Education is often regarded as a route to social mobility. For this to be the case, however, the link between family background and adult outcomes must be broken (or at least reduced) once we take account of an individual's education history. This... mehr

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    Education is often regarded as a route to social mobility. For this to be the case, however, the link between family background and adult outcomes must be broken (or at least reduced) once we take account of an individual's education history. This paper focuses on individuals who have completed university and provides new evidence on differences in graduates' earnings by socio-economic background, with a particular focus on whether they attended a private school. We use data on the population of individuals graduating from UK universities in 2006-07 and find that those who attended private schools earn around 7% more per year, on average, than state school students some 3.5 years after graduation, even when comparing otherwise similar graduates and allowing for differences in degree subject, university attended and degree classification. This work complements Macmillan et al. (2013), who found that graduates from private schools were more likely to enter "high status" occupations. However, our results show that earnings differences persist even within occupations, with graduates who attended private schools earning 6% more than their state school compatriots working in the same occupations. This is equivalent to around £1,500 extra per year in our data. Together, these results suggest that there is a pressing need to understand why private schooling confers such an advantage in the labour market, even amongst similarly achieving graduates, and why higher education does not appear to be the leveller it was hoped to be.

     
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    Weitere Identifier:
    hdl: 10419/119554
    Schriftenreihe: IFS working papers ; W14/30
    Umfang: Online-Ressource (20 S.), graph. Darst.
  11. The economic effects of pre-school education and quality
    Autor*in: Cattan, Sarah; Crawford, Claire; Dearden, Lorraine
    Erschienen: 2014
    Verlag:  Inst. for Fiscal Studies, London

    The Effective Pre-School, Primary and Secondary Education (EPPSE) project is the first large-scale British study on the effects of different pre-school experiences on children's outcomes. It enables researchers to look at the impact of both... mehr

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    The Effective Pre-School, Primary and Secondary Education (EPPSE) project is the first large-scale British study on the effects of different pre-school experiences on children's outcomes. It enables researchers to look at the impact of both pre-school education and pre-school quality not only on short-term education outcomes, but also on long-term education and possible future labour market outcomes for a cohort of individuals who did not have access to universal pre-school education. It is these long-term economic consequences that are the focus of this report.

     
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    ISBN: 9781909463561
    Weitere Identifier:
    hdl: 10419/119789
    Schriftenreihe: IFS reports / Institute for Fiscal Studies ; R99
    Schlagworte: Frühkindliche Bildung; Wirkungsanalyse; Bildungsniveau; Großbritannien
    Umfang: Online-Ressource (78 S.), graph. Darst.
  12. When you are born matters
    the impact of date of birth on educational outcomes in England
    Autor*in: Crawford, Claire; Dearden, Lorraine; Meghir, Costas
    Erschienen: 2010
    Verlag:  Inst. for Fiscal Studies, London

    This paper examines the impact of month of birth on national achievement test scores in England whilst children are in school, and on subsequent further and higher education participation. Using geographical variation in school admissions policies,... mehr

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    This paper examines the impact of month of birth on national achievement test scores in England whilst children are in school, and on subsequent further and higher education participation. Using geographical variation in school admissions policies, we are able to split this difference into an age of starting school or length of schooling effect, and an age of sitting the test effect. We find that the month in which you are born matters for test scores at ages 7, 11, 14 and 16, with younger children performing significantly worse, on average, than their older peers. Furthermore, almost all of this difference is due to the fact that younger children sit exams up to one year earlier than older cohort members. The difference in test scores at age 16 potentially affects the number of pupils who stay on beyond compulsory schooling, with predictable labour market consequences. Indeed, we find that the impact of month of birth persists into higher education (college) decisions, with age 19/20 participation declining monotonically with month of birth. The fact that being young in your school year affects outcomes after the completion of compulsory schooling points to the need for urgent policy reform, to ensure that future cohorts of children are not adversely affected by the month of birth lottery inherent in the English education system. -- Economics of Education ; Month of Birth ; Educational Outcomes

     
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    Weitere Identifier:
    hdl: 10419/47462
    Schriftenreihe: IFS working papers ; 10,06
    Schlagworte: Altersgruppe; Schüler; Kognition; Bildungsniveau; England
    Umfang: Online-Ressource (PDF-Datei: 30 S., 690 KB), graph. Darst.
  13. The role of attitudes and behaviours in explaining socio-economic differences in attainment at age 16
    Autor*in: Chowdry, Haroon; Crawford, Claire; Goodman, Alissa
    Erschienen: 2010
    Verlag:  Inst. for Fiscal Studies, London

    It is well known that children growing up in poor families leave school with considerably lower qualifications than children from better off backgrounds. Using a simple decomposition analysis, we show that around two thirds of the socio-economic gap... mehr

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    It is well known that children growing up in poor families leave school with considerably lower qualifications than children from better off backgrounds. Using a simple decomposition analysis, we show that around two thirds of the socio-economic gap in attainment at age 16 can be accounted for by long-run family background characteristics and prior ability, suggesting that circumstances and investments made considerably earlier in the child's life explain the majority of the gap in test scores between young people from rich and poor families. However, we also find that differences in the attitudes and behaviours of young people and their parents during the teenage years play a key role in explaining the rich-poor gap in GCSE attainment: together, they explain a further quarter of the gap at age 16, and the majority of the small increase in this gap between ages 11 and 16. On this basis, our results suggest that while the most effective policies in terms of raising the attainment of young people from poor families are likely to be those enacted before children reach secondary school, policies that aim to reduce differences in attitudes and behaviours between the poorest children and those from better-off backgrounds during the teenage years may also make a significant contribution towards lowering the gap in achievement between young people from the richest and poorest families at age 16. -- socio-economic status ; inequality ; educational attainment ; attitudes and behaviours

     
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    Weitere Identifier:
    hdl: 10419/47516
    Schriftenreihe: IFS working papers ; 10,15
    Schlagworte: Schüler; Bildungsverhalten; Soziale Gruppe; Familie; Einkommen
    Umfang: Online-Ressource (PDF-Datei: 22 S., 916 KB), graph. Darst.
  14. Explaining the socio-economic gradient in child outcomes
    the intergenerational transmission of cognitive skills
    Autor*in: Crawford, Claire; Goodman, Alissa; Joyce, Robert
    Erschienen: 2010
    Verlag:  Inst. for Fiscal Studies, London

    Papers in this volume and elsewhere consistently find a strong relationship between children's cognitive abilities and their parents' socio-economic position (SEP). Most studies seeking to explain the paths through which SEP affects cognitive skills... mehr

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    Papers in this volume and elsewhere consistently find a strong relationship between children's cognitive abilities and their parents' socio-economic position (SEP). Most studies seeking to explain the paths through which SEP affects cognitive skills suffer from a potentially serious omitted variables problem, as they are unable to account for an important determinant of children's cognitive abilities, namely parental cognitive ability. A range of econometric strategies have been employed to overcome this issue, but in this paper, we adopt the very simple (but rarely available) route of using data that includes a range of typically unobserved characteristics, such as parental cognitive ability and social skills. In line with previous work on the intergenerational transmission of cognitive skills, we find that parental cognitive ability is a significant predictor of children's cognitive ability; moreover, it explains one sixth of the socio-economic gap in those skills, even after controlling for a rich set of demographic, attitudinal and behavioural factors. Despite the importance of parental cognitive ability in explaining children's cognitive ability, however, the addition of such typically unobserved characteristics does not alter our impression of the relative importance of other factors in explaining the socio-economic gap in cognitive skills. This is reassuring for studies that are unable to control for parental cognitive ability. -- cognitive skills ; intergenerational transmission ; socio-economic gap

     
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    Weitere Identifier:
    hdl: 10419/47467
    Schriftenreihe: IFS working papers ; 10,16
    Schlagworte: Schüler; Bildungsertrag; Intelligenz; Eltern; Soziale Schicht
    Umfang: Online-Ressource (PDF-Datei: 20 S., 1000 KB), graph. Darst.
  15. Starting school and leaving welfare
    the impact of public education on lone parents' welfare receipt
    Autor*in: Brewer, Mike; Crawford, Claire
    Erschienen: 2010
    Verlag:  Inst. for Fiscal Studies, London

    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... mehr

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    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 children born one day apart may start school up to one year apart. We exploit this discontinuity to investigate the impact of youngest child being eligible for full-time primary education (relative to part-time nursery education) on welfare receipt and employment patterns amongst lone parents receiving welfare. In contrast to previous studies, we are able to estimate the precise timing (relative to the date when full-time education begins) of any impact on labour supply, by using rich administrative data. Amongst those receiving welfare when their youngest child is aged approximately three and a half, we find a small but significant effect on both employment and welfare receipt (of around 2 percentage points, or 10-15 per cent), which peaks eight to nine months after the child becomes eligible (aged approximately 4 years and 9 months). We also find some evidence of a smaller effect of eligibility for part-time nursery education on lone parents' labour supply. This suggests that the expansion of public education programmes to younger disadvantaged children may only encourage a small number of low income lone parents to return to work. -- labour supply ; school entry ; regression discontinuity ; lone parents ; welfare receipt

     
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    Schriftenreihe: IFS working papers ; 10,19
    Schlagworte: Alleinerziehende; Öffentliche Sozialleistungen; Kinder; Schule; Arbeitsangebot; Großbritannien
    Umfang: Online-Ressource (PDF-Datei: 61 S., 107 KB), graph. Darst.
  16. The outlook for higher education spending by the department for business, innovation and skills
    Autor*in: Crawford, Claire; Crawford, Rowena; Jin, Wenchao
    Erschienen: 2013
    Verlag:  Inst. for Fiscal Studies, London

    The current decade is one of significant fiscal austerity for government spending. The coalition government that came to power in 2010 has embarked on a path of fiscal consolidation that is now expected to last at least seven years (up to 2017-18),... mehr

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    The current decade is one of significant fiscal austerity for government spending. The coalition government that came to power in 2010 has embarked on a path of fiscal consolidation that is now expected to last at least seven years (up to 2017-18), with tax increases and spending cuts that are together forecast to bring government borrowing back down to sustainable levels. It is not yet clear how some of these cuts to public spending are to be allocated, however, either between departments (beyond 2015-16) or within departments (beyond 2014-15). In this report, funded by Universities UK, we attempt to assess the outlook for government non-investment spending on higher education through to 2017-18. To do this, we first project how total government non-investment spending will evolve through to 2017-18 in the absence of further policy change and then illustrate how this might be allocated between departments, focusing on what the outlook for the Department for Business, Innovation and Skills (BIS) might be. We then investigate the feasibility of different scenarios for spending on higher education by illustrating the implications that such spending would have for other areas of BIS spending.

     
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    ISBN: 9781909463219
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    hdl: 10419/119775
    Schriftenreihe: IFS reports / Institute for Fiscal Studies ; R86
    Schlagworte: Hochschulfinanzierung; Haushaltskonsolidierung; Großbritannien
    Umfang: Online-Ressource (35 S.), graph. Darst.
  17. Cohabitation, marriage, relationship stability and child outcomes
    final report
    Autor*in: Crawford, Claire; Goodman, Alissa; Greaves, Ellen
    Erschienen: 2013
    Verlag:  Inst. for Fiscal Studies, London

    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... mehr

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    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 non-cognitve skills such as engagement in risky behaviours. It draws together and extends work showing the differences in relationship stability between cohabiting and married couples, and the extent to which these differences may play a role in explaining the gaps in cognitive and socio-emotional development between children born and raised in different family forms.

     
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    ISBN: 9781909463233
    Weitere Identifier:
    hdl: 10419/119772
    Schriftenreihe: IFS reports / Institute for Fiscal Studies ; R87
    Schlagworte: Lebensgemeinschaft; Ehe; Soziale Beziehungen; Kognition; Kinder; Großbritannien
    Umfang: Online-Ressource (79 S.), graph. Darst.
  18. Payback time?
    student debt and loan repayments ; what will the 2012 reforms mean for graduates?
    Autor*in: Crawford, Claire; Jin, Wenchao
    Erschienen: 2014
    Verlag:  Inst. for Fiscal Studies, London

    This report updates and extends the previous IFS work to examine the consequences of these changes for graduates. In particular, we use a new model of graduate earnings and repayments and explore in more detail the pattern and size of loan repayments... mehr

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    This report updates and extends the previous IFS work to examine the consequences of these changes for graduates. In particular, we use a new model of graduate earnings and repayments and explore in more detail the pattern and size of loan repayments made, including by different types of graduates.

     
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    ISBN: 9781909463370
    Weitere Identifier:
    hdl: 10419/119784
    Schriftenreihe: IFS reports / Institute for Fiscal Studies ; R93
    Schlagworte: Studienfinanzierung; Kredittilgung; Akademiker; Großbritannien
    Umfang: Online-Ressource (46 S.), graph. Darst.
  19. Estimating the public cost of student loans
    Autor*in: Crawford, Claire; Crawford, Rowena; Jin, Wenchao
    Erschienen: 2014
    Verlag:  Inst. for Fiscal Studies, London

    The UK is currently experiencing a period of considerable fiscal austerity. This has had profound implications for virtually all areas of public spending, including spending on higher education. In this report, we use our own model of graduate... mehr

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    The UK is currently experiencing a period of considerable fiscal austerity. This has had profound implications for virtually all areas of public spending, including spending on higher education. In this report, we use our own model of graduate earnings and repayments to produce an independent estimate of the long-run cost of providing student loans and we describe how this varies across the graduate earnings distribution. We also quantify some of the uncertainty around these estimates and illustrate the impact of potential changes to the terms under which student loans are offered.

     
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    ISBN: 9781909463387
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    hdl: 10419/119785
    Schriftenreihe: IFS reports / Institute for Fiscal Studies ; R94
    Schlagworte: Studienfinanzierung; Haushaltskonsolidierung; Großbritannien
    Umfang: Online-Ressource ([4], 72 S.), graph. Darst.
  20. Starting school and leaving welfare
    the impact of public education on lone parents' welfare receipt
    Autor*in: Brewer, Mike; Crawford, Claire
    Erschienen: 2010
    Verlag:  CEE, London

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    Schriftenreihe: CEE discussion papers ; 121
    Schlagworte: Alleinerziehende; Öffentliche Sozialleistungen; Schule; Wohlfahrtsanalyse
    Umfang: Online-Ressource (PDF-Datei: 66 S.), graph. Darst.
  21. Free childcare and parents' labour supply
    is more better?
    Autor*in: Brewer, Mike; Cattan, Sarah; Crawford, Claire; Rabe, Birgitta
    Erschienen: December 2016
    Verlag:  IZA, Bonn, Germany

    Despite the introduction of childcare subsidies in many countries, the cost of childcare is still thought to hinder parental employment. Many governments are considering increasing the generosity of their childcare subsidies, but the a priori effect... mehr

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    Despite the introduction of childcare subsidies in many countries, the cost of childcare is still thought to hinder parental employment. Many governments are considering increasing the generosity of their childcare subsidies, but the a priori effect of such a policy is ambiguous and little is known empirically about its likely impact. This paper compares the effects on parents' labour supply of offering free part-time childcare and of expanding this offer to the whole school day in England using an empirical strategy which, unlike previous studies, exploits both date of birth discontinuities and panel data. We find that the provision of free part-time childcare has little, if any, causal impact on the labour market outcomes of mothers or fathers. Increasing the number of hours of free childcare to cover a full school day, however, leads to significant increases in the labour supply of mothers whose youngest child is eligible, with impacts emerging immediately and increasing over the months following entitlement.

     
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    hdl: 10419/161038
    Schriftenreihe: Discussion paper / IZA ; no. 10415
    Umfang: 1 Online-Ressource (circa 44 Seiten), Illustrationen
  22. An evaluation of the impact of the Social Mobility Foundation Programmes on Education Outcomes
    Autor*in: Crawford, Claire; Greaves, Ellen; Jin, Wenchao
    Erschienen: 2015
    Verlag:  Inst. for Fiscal Studies, London

    The Social Mobility Foundation (SMF) is a charity that aims to make apractical improvement to social mobility in the UK by encouraging and supporting access to "high-status" universities and professional occupations for high attaining pupils from... mehr

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    The Social Mobility Foundation (SMF) is a charity that aims to make apractical improvement to social mobility in the UK by encouraging and supporting access to "high-status" universities and professional occupations for high attaining pupils from disadvantaged backgrounds. The SMF's programmes are targeted to those who are eligible for free school meals (or, in earlier cohorts, the educational maintenance allowance) and, amongst the latest cohorts, to those who are in the first generation of their family to attend higher education and who attend a relatively disadvantaged school. The SMF's current programmes feature four key elements of mentoring, internships, university application support (including trips to universities and assistance with writing their personal statement, tests and interviews) and skills development workshops. Their main programme is known as the Aspiring Professionals Programme (APP). In recent years, they have also added more specialist programmes run in partnership with other organisations. For example, they run the J.P. Morgan Residential Programme targeted to those living outside London who are interested in a career in banking and finance. University participation, and especially participation at a high-statusinstitution in a relevant subject, is a potentially important intermediate step towards accessing the type of professional occupations the SMF targets. This report therefore evaluates the impact of the SMF's programmes on university participation overall and at high-status institutions. It also assesses its effecton subject choice (although this is not explicitly targeted by the SMF's programmes). The impact of the SMF's work on post-graduation education and employment choices, and in particular occupation outcomes, will be evaluated in future by the Institute for Fiscal Studies (IFS) as the required data become available. This evaluation compares the education outcomes of SMF participants (collected by SMF via participant questionnaires) with outcomes for a group of pupils with similar observable characteristics (such as performance at secondary school and neighbourhood context), observed in administrative data. This report focuses on the education outcomes for four cohorts of participants with the SMF: the first cohort we look at entered the programme in 2009 (referred to as the 2009 cohort), the second in 2010, the third in 2011 and the fourth in 2012. (...)

     
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    ISBN: 9781909463783
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    hdl: 10419/141976
    Schriftenreihe: IFS reports / Institute for Fiscal Studies ; R104
    Umfang: Online-Ressource ([3], 57 S.), graph. Darst.
  23. Firm's productivity, investment and training
    what happened during the recession and how was it affected by the national minimum wage? : a report to the low pay commission
    Autor*in: Crawford, Claire; Jin, Wenchao; Simpson, Helen
    Erschienen: 2013
    Verlag:  Inst. of Fiscal Studies, London

    In 2008-09, the UK experienced its deepest recession since the Second World War. One notable feature of this recession was, however, the resilience of employment, which fell by just 2.1% at a time when GDP fell by 6.3%. This suggests that firms may... mehr

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    In 2008-09, the UK experienced its deepest recession since the Second World War. One notable feature of this recession was, however, the resilience of employment, which fell by just 2.1% at a time when GDP fell by 6.3%. This suggests that firms may have been trying to weather the recession by holding on to their workers and reducing their hours, rather than making them redundant. Such behaviour is sometimes thought to indicate 'labour hoarding'.This report uses business data to document what happened to a variety of indicators of labour hoarding, as well as investment and training, over the course of the 2008-09 recession. In particular, it shows how these patterns vary amongst different types of firms, including by size and coverage of the National Minimum Wage (NMW) (i.e. the proportion of workers who are paid at or below this level). The report is associated with the Low Pay Commission Report 2013 and is funded by the Low Pay Commission.

     
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    ISBN: 9781909463042
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    hdl: 10419/83507
    Schriftenreihe: IFS reports / Institute for Fiscal Studies ; R76
    Schlagworte: Mindestlohn; Konjunktur; Produktivitätsentwicklung; Investition; Großbritannien
    Umfang: Online-Ressource (48 S.), graph. Darst.
  24. When you are born matters
    evidence for England
    Autor*in: Crawford, Claire; Dearden, Lorraine; Greaves, Ellen
    Erschienen: 2013
    Verlag:  Inst. of Fiscal Studies, London

    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... mehr

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    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, this means that children born in the summer tend to perform worse than children born in the autumn. There is also growing evidence that the month in which children are born matters for a range of other skills and behaviours as well, such as the likelihood of being assessed as having special educational needs at school, and children’s self-esteem and confidence in their own ability. Why should this matter to policymakers? There are at least two reasons: first, because these differences in educational attainment and other skills and behaviours may affect children’s well-being in the short term; and second, because they may have potentially serious long-term consequences for children's lives.

     
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    ISBN: 9781909463080
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    hdl: 10419/83505
    Schriftenreihe: IFS reports / Institute for Fiscal Studies ; R80
    Schlagworte: Geburt; Zeit; Bildungsverhalten; Lebensverlauf; England
    Umfang: Online-Ressource (85 S.), graph. Darst.
  25. Free childcare and parents' labour supply
    is more better?
    Autor*in: Brewer, Mike; Cattan, Sarah; Crawford, Claire; Rabe, Birgitta
    Erschienen: 02 December 2016
    Verlag:  Institute for Fiscal Studies, London

    Despite the introduction of childcare subsidies in many countries, the cost of childcare is still thought to hinder parental employment. Many governments are considering increasing the generosity of their childcare subsidies, but the a priori effect... mehr

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    Despite the introduction of childcare subsidies in many countries, the cost of childcare is still thought to hinder parental employment. Many governments are considering increasing the generosity of their childcare subsidies, but the a priori effect of such a policy is ambiguous and little is known empirically about its likely impact. This paper compares the effects on parents’ labour supply of offering free part-time childcare and of expanding this offer to the whole school day in England using an empirical strategy which, unlike previous studies, exploits both date of birth discontinuities and panel data. We find that the provision of free part-time childcare has little, if any, causal impact on the labour market outcomes of mothers or fathers. Increasing the number of hours of free childcare to cover a full school day, however, leads to significant increases in the labour supply of mothers whose youngest child is eligible, with impacts emerging immediately and increasing over the months following entitlement.

     
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    hdl: 10419/173956
    Schriftenreihe: IFS working paper ; W16, 22
    Umfang: 1 Online-Ressource (circa 43 Seiten), Illustrationen