Research

LISER  Working Paper No.  2023-12, Dec 2023
IZA Discussion Paper No. 16367, Aug 2023.

• We investigate the stages of childhood at which family shocks are most consequential for a child’s education. Using Danish administrative data, we link parents experiencing plant closures to their children. We compare end-of-school outcomes to matched unexposed peers and closures hitting shortly after school completion. Parental job loss disproportionally reduces test taking, scores, and high school enrolment among children exposed during infancy (ages 0-1). Adolescents suffer milder adverse effects, while little impacts are detected in mid-childhood. Effects are largest for low-income and low-achieving children and closely reflect family income losses. Maternal time investment partially offsets the effect of reduced income.

Presented at: Copenhagen Education Network Workshop, Università Cattolica, JEM23, IWAEE, VIVE, AIEL Conference, EALE Conference, NetCIEx Workshop, ASSA (poster), Bank of Italy Human Capital Workshop (poster), LEER Conference, SOLE. 

CESifo Working Paper No. 10926, January 2024. 

IZA Discussion Paper No. 16064, Apr 2023. 

• Understanding parental response to non-test score attributes is crucial to design effective school choice systems. We study an intervention providing hard-to-find information on the school environment at local institutions, while holding information on school performance constant. Outflow to private education is reduced by 17%, with larger responses among advantaged students. Parents respond by increasing take-up of offers from local schools, increasing competition for seats. Social interactions increase the program’s impact by 40%. Consistent with our interpretation, the intervention does not affect parental demand for school performance. We conclude that simple, low-cost interventions can improve state schools’ finances and peer quality.​

Media coverage: QMUL. 

Presented at: QMUL, University of St Andrews, University of Strathclyde, University of Dundee, University of East Anglia, SOFI (Stockholm University), CESifo (scheduled), SMYE, IFO Conference on Genes, Social Mobility, and Inequalities across the Life-Course, EffEE Conference (poster), IWAEE, EALE Conference, AIEL Conference, SEHO Annual Meeting, RES Conference, Workshop on Fertility, Health, and Human Capital (University of Belfast).

WP version: IZA Discussion Paper No. 15876, Jan 2023

• We provide novel and general evidence on the causal effects of schooling on cognitive skills in adulthood. We exploit exogenous variation in schooling induced by institutional reforms targeted at increasing education quantity. An additional year of schooling increases internationally-comparable numeracy and literacy scores across 21 countries and the full distribution of working age. The effect is non-linear: postgraduate and high school degrees have disproportional effects, and reforms targeting early and late school years generate larger skill gains. Exploiting unique data on the use of skills, we argue that experience in skill-intensive jobs magnifies the impact of schooling on skills.

Presented at: Università Cattolica, LESE Conference, EffEE Conference (poster), IWAEE, COMPIE Conference, EALE  Conference, AIEL Conference, Workshop on Human Capital, Labour Markets and Public Policies (University of Naples).

I show that parents select schools that improve the student-school match. Using the centralized algorithm for offers to primary schools in London, I compare the achievement of students who are as good as randomly enroled in schools ranked differently in their application. Enroling at the first choice compared to a school ranked lower increases achievement by 0.03 standard deviations per year beyond the average school value-added across students. Match effects arise from unobserved student's and school's attributes, and are larger for relatively advantaged students. Results imply that parental choice can increase aggregate learning.

             Media coverage: Royal Economic Society; Forbes; Thomas Fordham Institute.

Presented at: QMUL, the IFS, the LSE, Università Cattolica, SIdE WEEE Workshop, Brucchi Luchino Workshop, the IZA Summer School in Labour Economics, IWAEE, ESEM, IZA Workshop on the Economics of Education, Padova Applied Economics Workshop, AIEL Conference, ICEEE, RES Conference, SMYE, COMPIE Conference.

We use the UK’s 2014 Research Excellence Framework (REF) to study the attributes of top-scoring (four-star) publications in Economics and Econometrics. Although official documents contain aggregate scores for each institution, we show how these aggregates can be used to infer the score awarded by REF panellists to each publication. We demonstrate that this score responds to journal prestige as measured by the Thomson Reuters Article Influence Score. Several econometric analyses confirm the limited contribution of other publication attributes, such as the citation counts, to the awarded score, and publications in the top generalist and top-five economics journals are unambiguously awarded four stars. We conclude that in large-scale evaluations such as the REF, peer reviews and bibliometrics should be viewed as complementary modes of assessment: the time-consuming task of peer reviews would be more cost-effective if targeted to publications whose quality cannot be unambiguously classified using bibliometrics.

​​                  Media coverage: QMUL.

Presented at: Brucchi Luchino Workshop, RES Conference, ANVUR.

Recent surveys on adult competences (e.g., IALS, PIAAC) show that competences are positively correlated with schooling and parental background. However, the institutional differences across countries mediate the impact of these variables, thus leading to less/more egalitarian distributions of competences as well as to difference in the gradient of competences on employment probability and earnings. This chapter intends to exploit existing data sets to explore the varieties of educational systems, distinguishing between inclusive and selective according to whether they are associated with less or more dispersed distribution of competences, once they are controlled for schooling and parental background. Typical reform indicators (that are time varying and can therefore be associated to different age cohorts) include duration of compulsory schooling, age of secondary school tracking, school autonomy, central examination, and student financial aid.