Working Papers

Prior research has shown that time spent in school does not close the achievement gap between students with low and high socioeconomic status (SES).

We identify the causal effect of mothers' mental health during early -  and soon after pregnancy on a range of child psychological, socio-emotional and cognitive outcomes measured between ages 4-16.

Postgraduate-degree holders comprise a significant share of the workforce and have better labor-market outcomes than workers who only hold a first degree.

We develop a unied empirical framework for child development which nests the key features of two previously parallel research programs, the Child Development literature and the Education Production Function literature.

Informed by the psychological literature and our empirical evidence we provide new insights into the technology of socio-emotional skill formation in middle childhood.

This paper presents the first analysis of the life course outcomes through late midlife (around age 55) for the participants of the iconic Perry Preschool Project, an experimental high-quality preschool program for disadvantaged African-American children in the 1960s.

This paper examines the impact of the iconic Perry Preschool Project on the children and siblings of the original participants.

Inequalities in the opportunity to obtain a good education in low-income countries are widely understood to be related to household resources and schooling quality. Yet, to date, most researchers have investigated the contributions of these two factors separately.

Understanding inequality and devising policies to alleviate it was a central focus of Jan Tinbergen's lifetime research. He was far ahead of his time in many aspects of his work.

We evaluate the impact of a conditional cash transfer (CCT) program that we designed on family well-being among low-income families with young children.