Fertility and mothers’ labor supply: new evidence usingtime-to-conception

We analyze the impact of children on their mothers' labor market outcomes in the UK. We use timeto-conception of the first child as an exogenous variation in the probability of having more children. We find that having more children decreases the propensity to work in long part-time jobs but does not reduce participation for high- and intermediate-skilled mothers. For low skilled women, the impact on participation is large and negative. We show that the selection into having a second child is positive for for low-skilled mothers and negative for high-skilled and intermediate-skilled mothers. Women most attached to the labor market are also those that tend to have only one child among highand intermediate-skilled women. The reverse is true for low-skilled women: those least attached to the labor market are also less likely to have a second child. This appears to be driven by unobserved attributes that negatively affect both labor market outcomes and the likelihood to remain in a relationship with the father of the first child, which in turn negatively affects the probability to have a second chil

How lockdowns have reversed traditional gender roles in some UK households and further entrenched them in others

Claudia Hupkau and Barbara Petrongolo discuss what the likely implications of a second lockdown are for gender equality at work and in the home

Work, care and gender during the Covid-19 crisis

We explore impacts of the pandemic crisis and associated restrictions to economic activity on paid and unpaid work for men and women in the UK. Using data from the Covid-19 supplement of Understanding Society, we find evidence that labour market outcomes of men and women were roughly equally affected at the extensive margin, as measured by the incidence of job loss or furloughing, but if anything women suffered smaller losses at the intensive margin, experiencing slightly smaller changes in hours and earnings. Within the household, women provided on average a larger share of increased childcare needs, but in an important share of households fathers became the primary childcare providers. These distributional consequences of the pandemic may be important to understand its inequality legacy over the longer term

Work, care and gender during the Covid-19 crisis

We explore impacts of the pandemic crisis and associated restrictions to economic activity on paid and unpaid work for men and women in the UK. Using data from the Covid-19 supplement of Understanding Society, we find evidence that labour market outcomes of men and women were roughly equally affected at the extensive margin, as measured by the incidence of job loss or furloughing, but if anything women suffered smaller losses at the intensive margin, experiencing slightly smaller changes in hours and earnings. Within the household, women provided on average a larger share of increased childcare needs, but in an important share of households fathers became the primary childcare providers. These distributional consequences of the pandemic may be important to understand its inequality legacy over the longer term

School reforms and pupil performance

The relationship between school reforms, specifically those involving the introduction of new school types, and pupil performance is studied. The particular context is the introduction of academy schools in England, but related evidence on Swedish free schools and US charter schools is also presented. The empirical evidence shows a positive causal impact of the conversion of disadvantaged schools to academies on end of school pupil performance and on the subsequent probability of degree completion at university. There is heterogeneity in this impact, such that more disadvantaged pupils and those attending London academies experience bigger performance improvements

Work and children in Spain: challenges and opportunities for equality between men and women

Over the past decades, Spain has seen a striking convergence between women's and men's participation in the labour market. However, this convergence has stalled since the early 2010s.We show that women still fare worse in several important labour market dimensions. Gender inequalities are further aggravated among people with children. Women with children under 16 are much more likely to be unemployed, work parttime or on temporary contracts than men with children of the same age. We show that it is unlikely that preferences alone can account for these gaps. A review of the evidence shows that family policies, such as paternity leave expansions, financial incentives in the form of tax credits for working mothers and subsidised or free childcare for very young children, could help reduce the motherhood penalty. However, such policies are likely to be more effective if combined with advances in breaking up traditional gender roles

Online tutoring works: experimental evidence from a program with vulnerable children

We provide evidence from a randomized controlled trial on the effectiveness of a novel, 100-percent online math tutoring program, targeted at secondary school students from highly disadvantaged neighborhoods. The intensive, eight-week-long program was delivered by qualified math teachers in groups of two students during after-school hours. The intervention significantly increased standardized test scores (+0.26 SD) and end-of-year math grades (+0.48 SD), while reducing the probability of repeating the school year. The intervention also raised aspirations, as well as self-reported effort at school

Where versus What: College Value-Added and Returns to Field of Study in Further Education

We use administrative records on educational and labor market trajectories to estimate the value-added of English further education colleges in terms of educational and labor market outcomes and earnings returns to different fields of study taught at these colleges. We find that dispersion in college value-added in terms of labor market outcomes is moderate compared to differences in earnings returns across fields of study. We further show that value-added in labor market outcomes is correlated with value-added in academic outcomes. We conclude that in English further education, what one studies tends to matter more than where one does so

What happened when parents lost their jobs during lockdown?

Many parents had to cope with losing their jobs or part of their income at the same time as they were forced to home school. How did this affect their children’s learning and their mental health? Claudia Hupkau (CEP/ LSE), Ingo Isphording (IZA), Stephen Machin (CEP/ LSE) and Jenifer Ruiz-Valenzuela (CEP/ LSE) share their findings and warn these rising inequalities should be borne in mind as the government considers school closures again

Post-compulsory education in England: choices and implications

Most students do not follow the ‘academic track’ (i.e. A-levels) after leaving school and only about a third of students go to university before the age of 20. Yet progression routes for the majority that do not take this path but opt for vocational post-compulsory education are not as well-known, which partly has to do with the complexity of the vocational education system and the difficulty of deciphering available data. If we are to tackle long-standing problems of low social mobility and a long tail of underachievers, it is essential that post-16 vocational options come under proper scrutiny. This paper is a step in that direction. We use linked administrative data to track decisions made by all students in England who left compulsory education after having undertaken the national examination – the General Certificate of Secondary Education (GCSE) – at age 16 in the year 2009/10. We track them up to the age of 21, as they progress through the education system and (for some) into the labour market. We categorise the many different types of post-16 qualifications into several broad categories and we look at the probability of achieving various educational and early labour market outcomes, conditional on the path chosen at age 17. We also take into account the influence of demographics, prior attainment and the secondary school attended. Our findings illustrate the strong inequality apparently generated by routes chosen at age 17, even whilst controlling for prior attainment and schooling up to that point