Andrew Eyles, Stephen Machin, 22 September 2015

A number of countries have implemented various policies in an attempt to boost the performance of state-maintained schools. This column looks at the latest of these – the academies programme in England. Compared with reforms in other countries, the scale and pace of the academies programme is unprecedented. So far, academy attendance has led to gains in achievement, and the increase in autonomy has enabled schools to boost performance. It is too early, however, to tell whether the early success of sponsored academies will translate into success for the wider programme.

Shannon Ward, Jenny Williams, Jan van Ours, 30 August 2015

Early school leaving and criminal behaviour are important social problems. This column argues that delinquency and arrests both lead to early school leaving. The findings show that the overall reduction in education due to delinquency is at least as large as the reduction due to arrest. Crime prevention efforts thus need to extend beyond youth who come into contact with the justice system.

Hans Fricke, Jeffrey Grogger, Andreas Steinmayr, 23 July 2015

The field that a college student majors in can affect labour market outcomes. But we know little of how exposure affects a student’s choice of major. This column shows that exposure to economics increases the probability to major in economics by 2.6 percentage points. This finding is driven by choices of male students. Exposure to the field then does not explain why relatively few women major in economics.

Melissa S. Kearney, Phillip B. Levine, 16 July 2015

Early childhood education has important effects on the academic readiness and ultimate life chances of children. This column examines how the introduction of the educational television show Sesame Street in the US affected primary school outcomes for disadvantaged children. Those from counties that had better access to the broadcast had superior educational outcomes through their early school years. These effects were particularly pronounced for black, non-Hispanic children, and those living in economically disadvantaged areas. The extremely low cost per child of such interventions make them ideal for addressing educational inequality in childhood.

Jakob de Haan, Dirk Schoenmaker, 06 July 2015

The financial crisis brought with it many challenges, both to prevailing disciplinary tenets, and for research and policy more generally. This column outlines the lessons that can be drawn from the financial crisis – issues like financial market failures, macro-prudential policy, structural changes of the financial system, and the European banking union. It argues for the inclusion of these topics in curricula for the next generation of finance students.

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