DOCSLIB.ORG

Annual Report 2015 Casereport 98 Staff and Associates 2015

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Annual Report 2015 Casereport 98 Staff and Associates 2015 ASE CENTRE FOR ANALYSIS OF SOCIAL EXCLUSION CentreAn ESRC for Resear Analysisch Centre of Social Exclusion annual report 2015 CASEreport 98 Staff and Associates 2015 Director LSE Associates Administrative and IT Professor John Hills Professor Emeritus Robert Cassen Support Professor Frank Cowell Ms Cheryl Conner Deputy Director Professor Emeritus Howard Glennerster Ms Emma Glassey (to October) Dr Tania Burchardt Professor Stephen Jenkins Mr Joe Joannes Ms Jessica Rowan (from October) Research Staff Dr Neil Lee Mr Nic Warner Ms Amanda Fitzgerald (to September) Professor Julian Le Grand Professor David Piachaud Ms Laura Lane Advisory Committee Professor Lucinda Platt Dr Eleni Karagiannaki Ms Alison Park (National Centre Dr Abigail McKnight Dr Amanda Sheely for Social Research; chair) Dr Polina Obolenskaya Dr Hyun-Bang Shin Dr Tania Burchardt Professor Anne Power Professor Wendy Sigle (Deputy Director of CASE) Dr Bert Provan Mr Tom Clark (The Guardian) Visitors Ms Nicola Serle Ms Cathy Francis Professor Bea Cantillon (Antwerp) (Communities and Local Government) Dr Kitty Stewart Mr Pieter Cools (Antwerp) Professor Howard Glennerster Dr Polly Vizard Dr Stijn Oosterlynck (Antwerp) (Emeritus Professor of Social Policy) (Total 6.05 FTE in October 2015) Professor John Hills (Director of CASE) Research Students Visiting Professors and Mr Trevor Huddleston Ms Caroline Bryson (from November) Research Fellows (Department for Work and Pensions) Ms Kerris Cooper Professor Francesca Klug Dr Francesca Bastagli (ODI) Mr Jack Cunliffe (to December) (LSE Human Rights, to July) Dr Jo Blanden (Surrey) Mr Rikki Dean Professor David Lewis, Head of LSE Social Professor Simon Burgess Policy Department (ex-officio) (Bristol, to March) Ms Eileen Herden Professor David Piachaud Ms Elena Mariani Dr Moira Dustin (Equality and Diversity (LSE Social Policy Department) Forum) Mr Nick Mathers Professor Carol Propper Dr Martin Evans (UNICEF, to March) Ms Alice Miles (Bristol University and Imperial College) Dr Leon Feinstein Mrs Kênia Parsons (to April) (Early Intervention Foundation) Ms Nora Ratzmann (from October) Mr Alex Fenton (independent researcher, Ms Ellie Suh (from October) to November) Ms Kate Summers Dr Ludovica Gambaro Ms Milo Vandemoortele (UCL Institute of Education) Professor Ian Gough Research assistants Dr Aaron Grech (Bank of Malta) Ms Alice Belotti Mr Bruce Katz (Brookings) Mr Jack Cunliffe Professor Ruth Lupton (Manchester) Ms Gwenno Edwards Dr Lindsey Macmillan Mr Ben Grubb (Institute of Education) Ms Eileen Herden Ms Liz Richardson (Manchester) Ms Emily Jones (from June) Professor Holly Sutherland (Essex) Mr Nick Roberts (September – November) Professor Rebecca Tunstall (York, to May) Ms Ellie Suh (to July) Professor Jane Waldfogel (Columbia) Ms Moira Wallace (Oriel College) Centre Manager Professor Asghar Zaidi Ms Jane Dickson (University of Southampton) Contents Centre for Analysis of Social Exclusion 2 2015: The year at a glance 3 2015: Review of the year 5 John Hills and Tania Burchardt 2016: Looking forward to the year ahead 7 Public and private welfare 8 Tania Burchardt and Polina Obolenskaya Is welfare reform working? 10 Eileen Alexander, Anne Power and Bert Provan The changing distribution of individual incomes in the 12 UK before and after the recession and its implications for the gender income gap Eleni Karagiannaki and Lucinda Platt Older people’s experiences of dignity and nutrition 14 during hospital stays Polly Vizard and Tania Burchardt Is limited downward mobility a hindrance 16 to improving social mobility? Abigail McKnight Too Many Children Left Behind 18 Jane Waldfogel Social Advantage and Disadvantage 19 Lucinda Platt Understanding the improved performance of disadvantaged 20 pupils in London Lindsey Macmillan How do experts think child poverty should be measured in the UK? 22 Kitty Stewart and Nick Roberts Social innovation and poverty reduction 24 Stijn Oosterlynck LSE Housing and Communities 25 PhD Spotlight: Public participation in policy decision making 28 Rikki Dean Life as a PhD student at CASE 30 Kerris Cooper Knowledge exchange update 31 Cheryl Conner and Emily Jones Research staff and PhD students: Current research 32 CASE publications 2015 37 CASE seminars and events 2015 43 1 Centre for Analysis of Social Exclusion The Centre for Analysis of Social CASE is associated with the Department CASE is part of the Suntory and Toyota Exclusion (CASE), established in October of Social Policy and a number of International Centres for Economics 1997 in the London School of Economics postgraduate students are members of and Related Disciplines (STICERD). and Political Science (LSE), is a multi- the Centre. We are always interested in CASE was originally funded by the disciplinary research centre exploring working with high quality PhD students Economic and Social Research Council various aspects of social disadvantage and post-doctoral fellows exploring (ESRC) and now receives funding from and the impact of public policy on areas of research of central relevance to a range of organisations including disadvantage and inequality, particularly our work. CASE also hosts visitors from charitable foundations (for example, from longitudinal and neighbourhood the UK and overseas, and members of Nuffield Foundation, Joseph Rowntree perspectives. Its work programme LSE teaching staff on sabbatical leave. Foundation, Trust for London), research includes monitoring the performance of councils (for example, ESRC), UK Regular seminars on significant the welfare state in the UK, international government departments, the European contemporary empirical and theoretical comparisons of the impact of social Union, a range of Registered Social issues are held in the Centre, including policy and social outcomes, analysing Landlords, and a number of other the monthly Welfare Policy and Analysis patterns of social inequality, including charities and organisations in the UK seminar series, which is supported by wealth inequality, between groups and and abroad. the Department for Work and Pensions. over time, developing applications of the For more information about the capability approach and human rights We publish a series of CASEpapers and Centre and its work, please visit measurement, and increasingly studying CASEbriefs, discussing and summarising sticerd.lse.ac.uk/case/ the intersection of climate change policy our research. Longer research reports and and social policy – particularly in relation reports on special events can be found to fuel poverty. in our occasional CASEreports series. All of our publications, including this Annual CASE incorporates the research and Report, can be downloaded from our consultancy group LSE Housing and website, where you can also find links to Communities, which investigates the the data underlying many of the charts impact of policies on social housing and and diagrams in our publications. other tenures with a particular focus on residents in disadvantaged areas. 2 2015: The year at a glance January February University Press, and launched at an We launched the results from our We had the first two of a series of event at LSE. Making a Difference in Social Policy in a Cold Climate research “Election Special” seminars this month, Education: What the evidence says, by programme, The Coalition’s Social Policy one on the outlook for living standards Robert Cassen, Sandra McNally and Anna Record: Policy, Spending and Outcomes by Gavin Kelly and “where next for Vignoles, was published by Routledge 2010-2015 on 28 January in the form of welfare policy?” by Jonathan Portes, plus this month, and was launched in the LSE nine new reports including an overview seminars by Giovanni Razzu on gender Works series on 6 May. of the Coalition’s social policy record differentials and the economic cycle by April also saw our last “Election and separate papers on taxes and Daniela Silcock on pension reform. Special” seminar by John van Reenen benefits, health, adult social care, under- on economic and business policy, and fives, further and higher education March a special seminar joint with the Smith and skills, employment, housing, area We had another “Election Special” Institute by Alan Berube on poverty in regeneration. A further paper on schools seminar on the outlook for Social American surburbia. was launched on 10 February, following Policy by Kitty Stewart, John Hills and Kênia Parsons successfully defended release of further GCSE results in late Abigail McKnight, plus seminars on top her thesis with only minor corrections January. Each paper contained thorough incomes and middle income growth on how the Brazilian Bolsa Família analysis of policy, spending and trends (Tim Smeeding) and on understanding programme reaches out to the chronic in outcomes, showing how the Coalition and reducing the use of food banks poor. She continues her appointment as tackled the fiscal and social policy (Tom Sefton). challenges it faced in 2010. a visiting academic at the Social Policy April Research Centre, University of New Does Money in Adulthood Affect Adult South Wales. In the first joint event with the new Outcomes?, by Kerris Cooper and Kitty International Inequalities Institute, Tony Stewart was published on 26 January by Atkinson’s new book, Inequality: What the Joseph Rowntree Foundation. can be done?, was published by Harvard Sam Friedman and Daniel Laurison’s seminar on the “class ceiling” 3 2015: The year at a glance (continued) May Ruth Lupton and Heather Joshi presented a seminar on moving home in the early years
Load more

Recommended publications
  • Does Additional Spending Help Urban Schools? an Evaluation Using
    DOES ADDITIONAL SPENDING HELP URBAN SCHOOLS? AN EVALUATION USING BOUNDARY DISCONTINUITIES Downloaded from https://academic.oup.com/jeea/article-abstract/16/5/1618/4670863 by London School of Economics user on 08 January 2019 Stephen Gibbons Sandra McNally Department of Geography and University of Surrey and Centre for Environment and Centre for Economic Economic Performance, LSE Performance, LSE Martina Viarengo Graduate Institute of International and Development Studies of Geneva and Centre for Economic Performance, LSE Abstract This study exploits spatial anomalies in school funding policy in England to provide new evidence on the impact of resources on student achievement in urban areas. Anomalies arise because the funding allocated to Local Education Authorities (LEA) depends, through a funding formula, on the ‘additional educational needs’ of its population and prices in the district. However, the money each school receives from its LEA is not necessarily related to the school’s own specific local conditions and constraints. This implies that neighbouring schools with similar intakes, operating in the same labour market, facing similar prices, but in different LEAs, can receive very different incomes. We find that these funding disparities give rise to sizeable differences in pupil attainment in national tests at the end of primary school, showing that school resources have an important role to play in improving educational attainment, especially for lower socio-economic groups. The design is geographical boundary discontinuity design which compares neighbouring schools, matched on a proxy for additional educational needs of its students (free school meal entitlement – FSM), in adjacent districts. The key identification requirement is one of conditional ignorability of the level of The editor in charge of this paper was M.
    [Show full text]
  • Ge2017economists: the Research Evidence on Key Issues for Voters in the PAPER
    # GE2017Economists #GE2017Economists: The research evidence on key issues for voters in the PAPER PAPER 2017 UKEA027 General Election A series of background briefings on the policy issues in the May 2015 UK General Election PAPER PAPER #ElectionEconomics EA026 Gender Gaps in the UK Labour Market: jobs, pay A series of background briefings on the policy and family-friendly policies issues in the May 2015 UK General Election Ghazala Azmat Paying for PAPER PAPER Higher Education EA028 PAPER PAPER A series of background briefings on the policy issues in the May 2015 UK General Election EA025 #ElectionEconomics A series of background briefings on the policy issues in the May 2015 UK General Election Health: how will the NHS fare in a cold climate? #ElectionEconomics The Economic Performance of Alistair McGuire UK Cities: Can Urban and Regional Policy Make a Difference to the North-South Divide PAPER PAPER EA024 PAPER PAPER A series of background briefings on the policy EA023 issues in the May 2015 UK General Election #ElectionEconomics A series of background briefings on the policy issues in the May 2015 UK General Election Real Wages and #ElectionEconomics Living Standards Schools: the evidence on academies, resources Stephen Machin and pupil performance Sandra McNally PAPER PAPER EA022 PAPER PAPER EA020 A series of background briefings on the policy issues in the May 2015 UK General Election A series of background briefings on the policy issues in the May 2015 UK General Election #ElectionEconomics #ElectionEconomics Should We Stay or Should We Go? Austerity: Growth Costs The economic consequences and Post-Election Plans of leaving the EU John Van Reenen Swati Dhingra, Gianmarco Ottaviano 2017 and Thomas Sampson Centre for Economic Performance The CEP is an interdisciplinary research centre at the London School of Economics and Political Science.
    [Show full text]
  • Tertiary Education Systems and Labour Markets
    Tertiary Education Systems and Labour Markets Stephen Machin1 and Sandra McNally2 A paper commissioned by the Education and Training Policy Division, OECD, for the Thematic Review of Tertiary Education January 2007 The opinions expressed in this paper are the sole responsibility of the authors and do not necessarily reflect those of the OECD or of the governments of its Member countries. 1 Professor of Economics, University College London, Research Director, Centre for Economic Performance, London School of Economics and Director, Centre for the Economics of Education. 2 Research Fellow, Centre for Economic Performance, London School of Economics and Deputy Director, Centre for the Economics of Education. 1 Introductory Note This paper was prepared in support of the OECD Education Committee’s Activity Thematic Review of Tertiary Education. It was commissioned by the Education and Training Policy Division in the Directorate for Education and it complements the analyses being undertaken by the participating countries and the OECD Secretariat. The objectives of the review are to examine how the organisation, financing and management of tertiary education can help countries achieve their economic and social objectives. The focus of the review is primarily upon national policies for tertiary education systems, rather than upon policies and practices at the institutional level. However the management of tertiary education institutions will be relevant to the extent that policies to improve institutional management can help to progress national policies. More specifically, the review will: (i) synthesise research-based evidence on the impact of tertiary education policies and disseminate this knowledge among participating countries; (ii) identify innovative and successful policy initiatives and practices; (iii) facilitate exchanges of lessons and experiences among countries; and (iv) identify policy options for participating nations.
    [Show full text]
  • Effects of Early Interventions on Child Health and Education
    CRonEM CRonEM An international workshop Effects of Early Interventions on Child Health and Education 8 – 9 May 2014 Programme SponsorsCRonEM Introduction This workshop will consider the impacts of early interventions on children’s health and education. We would like to thank our sponsors Increasingly administrative data is being made available to look at these issues in new ways. The workshop will explore how researchers are using cutting-edge quantitative techniques to look at a set of related issues on child health and education. Policy interest in the themes of the workshop is likely to reach a peak coming up to the next general election with proposals already announced on free school meals, out of school childcare and family tax allowance. The approach taken in this workshop will be multi-faceted, covering health, education, and non-cognitive outcomes, and looking across a range of countries. The Institute of Advanced Studies We welcome you to Guildford and hope that you have an enjoyable and productive time. The Institute of Advanced Studies at the University of Surrey hosts small-scale, scientific and scholarly meetings of leading academics Dr Jo Blanden from all over the world to discuss specialist topics away from Professor Sandra McNally the pressure of everyday work. The events are multidisciplinary, Professor Sonia Oreffice bringing together scholars from different disciplines to share alternative perspectives on common problems. www.ias.surrey.ac.uk School of EconomicsCRonEM www.surrey.ac.uk 3 Programme Presentations Venue:
    [Show full text]
  • A CRITICAL PATH Securing the Future of Higher Education in England
    A CRITICAL PATH Securing the Future of Higher Education in England IPPR Commission on the Future of Higher Education 2013 1 IPPR RESEARCH STAFF Nick Pearce is director of IPPR. Rick Muir is associate director for public service reform at IPPR. Jonathan Clifton is a senior research fellow at IPPR. Annika Olsen is a researcher at IPPR. ACKNOWLEDGMENTS The Commissioners would like to thank Nick Pearce, Rick Muir, Jonathan Clifton and Annika Olsen for their help with researching and writing this report, and London Economics for modelling the higher education funding system. They would also like to thank those organisations and individuals who submitted evidence or agreed to be interviewed as part of this project. In particular, they would like to thank the staff and students who facilitated their learning visits to higher education institutions in Sheffield and Newcastle. They would also like to thank Jon Wilson, along with all those who organised and participated in the joint seminar series with King’s College London, and Marc Stears for his guidance in the early stages of the project. ABOUT IPPR IPPR, the Institute for Public Policy Research, is the UK’s leading progressive thinktank. We are an independent charitable organisation with more than 40 staff members, paid interns and visiting fellows. Our main office is in London, with IPPR North, IPPR’s dedicated thinktank for the North of England, operating out of offices in Newcastle and Manchester. The purpose of our work is to assist all those who want to create a society where every citizen lives a decent and fulfilled life, in reciprocal relationships with the people they care about.
    [Show full text]
  • Access, Quality and Labour Market Outcomes in the English Apprenticeship System
    BETTER APPRENTICESHIPS Access, quality and labour market outcomes in the English apprenticeship system Alison Fuller and Lorna Unwin Chiara Cavaglia, Sandra McNally and Guglielmo Ventura – November 2017 Contents About the reports…………………………………………………………………………………………….. 2 Foreword……………………………………………………………………………………………………… 3 Recommendations…………………………………………………………………………………………… 4 Executive Summary: Apprenticeship quality and social mobility……………………………………….. 5 Executive Summary: Apprenticeships for Young People in England: a quantitative analysis............. 7 Apprenticeship quality and social mobility……………………………………………………………….. 9 1. Introduction………………………………………………………………………………………… 10 2. Research questions and methodology……………………………………………………………. 13 3. Apprenticeships participation…………………………………………………………………….. 16 4. Quality as defined and measured in apprenticeship policy…………………………………… 21 5. Measuring and improving quality for social mobility…………………………………………… 25 6. The progression challenge: illustrating the inconsistency……………………………………… 27 7. A framework for identifying and developing Expansive-Restrictive characteristics to support quality improvement…………………………………………………………………….…………. 32 8. Conclusion………………………………………………………………………………………….. 35 Apprenticeships for young people in England: Is there a payoff?………………………………………. 37 1. Introduction………………………………………………………………………………………… 38 2. Data and methodology…………………………………………………………………………….. 40 3. Apprenticeships in England………………………………………………………………………. 43 4. Who gets an apprenticeship? …………………………………………………………………….. 48
    [Show full text]
  • THE DREAM IS OVER the CRISIS of CLARK KERR’S CALIFORNIA IDEA of HIGHER EDUCATION
    THE DREAM IS OVER The CRISIS of CLARK KERR’S CALIFORNIA IDEA of HIGHER EDUCATION SIMON MARGINSON Luminos is the open access monograph publishing program from UC Press. Luminos provides a framework for preserving and rein- vigorating monograph publishing for the future and increases the reach and visibility of important scholarly work. Titles published in the UC Press Luminos model are published with the same high standards for selection, peer review, production, and marketing as those in our traditional program. www.luminosoa.org The Dream Is Over THE CLARK KERR LECTURES ON THE ROLE OF HIGHER EDUCATION IN SOCIETY 1. The American Research University from World War II to World Wide Web: Governments, the Private Sector, and the Emerging Meta-University, by Charles M. Vest 2. Searching for Utopia: Universities and Their Histories, by Hanna Holborn Gray 3. Dynamics of the Contemporary University: Growth, Accretion, and Conflict, by Neil J. Smelser 4. The Dream Is Over: The Crisis of Clark Kerr’s California Idea of Higher Education, by Simon Marginson The Dream Is Over The Crisis of Clark Kerr’s California Idea of Higher Education Simon Marginson UNIVERSITY OF CALIFORNIA PRESS The Center for Studies in Higher Education at the University of California, Berkeley, is a multidisciplinary research and policy center on higher education oriented to California, the nation, and comparative international issues. CSHE promotes discussion among university leaders, government officials, and academics; assists policy making by providing a neutral forum for airing contentious issues; and keeps the higher education world informed of new initiatives and proposals. The Center’s research aims to inform current debate about higher education policy and practice.
    [Show full text]
  • A RCT of Peer-To-Peer Observation and Feedback in 181 Schools
    ISSN 2042-2695 CEP Discussion Paper No 1565 August 2018 Who Teaches the Teachers? A RCT of Peer-to-Peer Observation and Feedback in 181 Schools Richard Murphy Felix Weinhardt Gill Wyness Abstract It is well established that teachers are the most important in-school factor in determining student outcomes. However, to date there is scant robust quantitative research demonstrating that teacher training programs can have lasting impacts on student test scores. To address this gap, we conduct and evaluate a teacher peer-to-peer observation and feedback program under Randomized Control Trial (RCT) conditions. Half of 181 volunteer primary schools in England were randomly selected to participate in the two year program. We find that students of treated teachers perform no better on national tests a year after the program ended. The absence of external observers and incentives in our program may explain the contrast of these results with the small body of work which shows a positive influence of teacher observation and feedback on pupil outcomes. Key words: education, teachers, RCT, peer mentoring JEL: I21; I28; M53 This paper was produced as part of the Centre’s Education and Skills Programme. The Centre for Economic Performance is financed by the Economic and Social Research Council. We thank Stephen Machin, Chris Karbownik, Anna Raute, and Eric Taylor for valuable feedback and comments, as well as participants of the Bonn/BRIC Economics of Education Conference, the Manheim labour seminar and of the IWAEE. We thank the UK Department for Education for access to the English student census data under DR160317.03.
    [Show full text]
  • FESTIVAL PROGRAMME at a GLANCE Monday 19 February Tuesday 20 February Wednesday 21 February Thursday 22 February Friday 23 February Saturday 24 February
    LSE FESTIVAL Rethinking Beveridge for the 21st century 19-24 FEBRUARY lse.ac.uk/festival #LSEFestival #LSEBeveridge OVER THE FESTIVAL WEEK WE WILL BE SHINING A LIGHT ON THE “FIVE GIANTS” IDENTIFIED IN THE BEVERIDGE REPORT, RE-CAST FOR THE WELCOME CONTENTS 21ST CENTURY AND FOR THE GLOBAL CONTEXT. We live in increasingly divided societies where the activists who had made social contracts that bind us are fraying. One reason LSE their home at that is globalisation, which has intensified competitive time. Indeed, we have a rich 4 6 7 pressures. Another is technology, which has tradition of such work, from increased the returns to highly skilled labour and Dame Eileen Younghusband, thereby exacerbated inequality. Technology has whose work, including her eponymous report in also transformed our awareness of what is 1959, led to the establishment of social work as a happening around the world and the way we profession, to Dr BR Ambedkar, the architect of the communicate and organise ourselves socially Constitution of India. and politically, sometimes in a way that builds As LSE’s 16th Director, I want to continue this great HEALTH & social cohesion, but often in ways that divide. SKILLS tradition – thought and action – by revisiting the AT A GLANCE EDUCATION & The consequence of this is that social work carried out by Beveridge and his LSE SOCIAL CARE “Disease” “Ignorance” sustainability, society’s internal cohesion and colleagues some three quarters of a century Beveridge’s Giant of Beveridge’s Giant of ability to hold together over time, is in jeopardy. ago and make it relevant to the challenges of the 21st century.
    [Show full text]
  • Entry Through the Narrow Door: the Costs of Just Failing High Stakes Exams
    CVER Discussion Paper Series - ISSN 2398-7553 Entry Through the Narrow Door: The Costs of Just Failing High Stakes Exams Stephen Machin, Sandra McNally and Jenifer Ruiz-Valenzuela Research Discussion Paper 014 April 2018 The Centre for Vocational Education Research (CVER) is an independent research centre funded by the UK Department for Education (DfE). CVER brings together four partners: the LSE Centre for Economic Performance; University of Sheffield; National Institute of Economic and Social Research and London Economics. Any views expressed are those of the authors, and do not represent the views of DfE. For more details on the Centre, go to cver.lse.ac.uk Published by: Centre for Vocational Educational Research London School of Economics & Political Science Houghton Street London WC2A 2AE All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means without the prior permission in writing of the publisher nor be issued to the public or circulated in any form other than that in which it is published. Requests for permission to reproduce any article or part of the Working Paper should be sent to the editor at the above address. © S.J Machin, S. McNally and J. Ruiz-Valenzuela, April 2018. Entry Through the Narrow Door: The Costs of Just Failing High Stakes Exams Stephen Machin*, Sandra McNally** and Jenifer Ruiz-Valenzuela*** April 2018 Abstract In many countries, important thresholds in examinations act as a gateway to higher levels of education and/or good employment prospects. This paper examines the consequences of just failing a key high stakes national examination in English taken at the end of compulsory schooling in England.
    [Show full text]
  • Closing the Gap Between Vocational and General Education? Evidence from University Technical Colleges in England
    CVER Discussion Paper Series - ISSN 2398-7553 Closing the Gap Between Vocational and General Education? Evidence from University Technical Colleges in England Stephen Machin, Sandra McNally, Camille Terrier, Guglielmo Ventura Discussion Paper 031 October 2020 The Centre for Vocational Education Research (CVER) is an independent research centre funded by the UK Department for Education. CVER brings together four partners: the LSE Centre for Economic Performance; University of Sheffield; National Institute of Economic and Social Research and London Economics. Any views expressed are those of the authors, and do not represent the views of DfE. For more details on the Centre, go to cver.lse.ac.uk. Published by: Centre for Vocational Educational Research London School of Economics & Political Science Houghton Street London WC2A 2AE All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means without the prior permission in writing of the publisher nor be issued to the public or circulated in any form other than that in which it is published. Requests for permission to reproduce any article or part of the Working Paper should be sent to the editor at the above address. © S.J.Machin, S. McNally, C. Terrier, G. Ventura, October 2020 Closing the Gap Between Vocational and General Education? Evidence from University Technical Colleges in England Stephen Machin*, Sandra McNally+, Camille Terrierx, Guglielmo Ventura^ October 2020 Abstract Some countries, notably those which have long had a weak history of vocational education like the UK and the US, have recently seen a rapid expansion of hybrid schools which provide both general and vocational education.
    [Show full text]
  • Inequalities in Student to Degree Match Stuart Campbell, Lindsey Macmillan, Richard Murphy, and Gill Wyness
    Economics of Education Munich, 3–4 September 2021 Matching in the Dark? Inequalities in student to degree match Stuart Campbell, Lindsey Macmillan, Richard Murphy, and Gill Wyness Matching in the Dark? Inequalities in student to degree match Stuart Campbella, Lindsey Macmillana, Richard Murphyb,c and Gill Wynessa,b July 2021 Abstract: This paper examines inequalities in the match between student and degree quality using linked administrative data from schools, universities and tax authorities. We analyse two measures of match at the university-subject level: undergraduate enrollment qualifications, and graduate earnings. We find for both that disadvantaged students match to lower quality degrees across the entire distribution of achievement, in a setting with uniform fees and a generous financial aid system. While there are negligible gender gaps in academic match, high-attaining women systematically undermatch in terms of expected earnings, driven by subject choice. These inequalities in match are largest among the most undermatched. JEL classification: I23, I24 Keywords: higher education, educational economics, college choice, mismatch, undermatch Acknowledgements: We thank Paul Gregg, Sandra McNally, John Friedman, Peter Bergman and Leigh Linden for helpful comments, as well as seminar participants at Austin, Columbia, CEP, Cornell, ISER, and Queen's Belfast, workshop participants at Catanzaro, IAB, and York, and conference participants at APPAM, EALE, ESPE, RES and SOLE. We also thank the editor and anonymous reviewer for highly useful comments. Wyness, Macmillan and Campbell acknowledge Nuffield Foundation funding (172585). Correspondence: [email protected] a UCL Centre for Education Policy and Equalising Opportunities b Centre for Economic Performance, London School of Economics and Political Science c University of Texas at Austin, 1 1.
    [Show full text]