Recent estimates are that about 150 million children under five years of age are stunted, with substantial negative consequences for their schooling, cognitive skills, health, and economic productivity.
We study the role of non-cognitive skills (NCS) in university readiness and performance of first-in-family students (FIFS) using both nationally representative survey data and linked survey-administrative data on an incoming student cohort at a leading Australian university.
A two-year randomized evaluation shows that the effectiveness of mobile mentors on schooling outcomes crucially depends on their training.
Many American policy analysts point to Denmark as a model welfare state with low levels of income inequality and high levels of income mobility across generations. It has in place many social policies now advocated for adoption in the U.S.
What are the effects of school closures during the COVID-19 pandemic on children’s education? Online education is an imperfect substitute for in-person learning, particularly for children from low-income families.
Although many students suffer from anxiety and depression, and students often identify school pressure and concerns about their futures as the main reasons for their worries, little is known about the consequences of a selective school environment on students' physical and mental health.
This paper explores students' expectations about the returns to completing higher education and provides first evidence on perceived signaling and human capital effects.