How incarcerating children affects their labour market outcomes

We investigate the labour market effects of incarcerating children. Using linked administrative data to track outcomes for English schoolchildren, we estimate an econometric model of transitions between education, custody, employment and NEET (not in employment, education or training), along with earnings for those starting work. We allow outcomes to vary according the individual’s state in the preceding spell and, by controlling for personal characteristics and unobserved heterogeneity, interpret such variation as capturing causal impacts. For males, the main effect of incarceration is a reduction of more than 10% in the probability of employment. For females, there is no overall impact on employment but, for those entering work, wages are reduced by 25%. These negative impacts suggest roles for policy in deterring delinquency, finding alternatives to custody, rehabilitating those incarcerated and supporting resettlement on release. Appropriate labour market policy may differ by gender, with males needing help to overcome employer discrimination and females needing encouragement to achieve better-paid work

The school to work transition for young people who experience custody

We use individual-level population data to characterise the pathways followed by young people in England who experience custody. We identify a typology of pathways up to age 18 and a separate typology covering ages 19-22. Our results confirm the generally poor prospects among this group, showing 80 per cent to be firmly established as not in employment, education or training (NEET) by age 22. Despite the high level of deprivation in the population considered, prospects are still found to vary with specific markers of disadvantage. Managing to avoid NEET when 16-18 is an important part of the strategy for avoiding NEET when older. This suggests the importance of policy interventions aimed at re-engagement of those who experience custody as a young person

Soil, Water and Forage Analysis Laboratory Services.

4 p

Horse Pastures For Texas.

12 p

Weeping Lovegrass.

8 p

Using Research Tools to Improve Language in the Early Years: Evaluation report and executive summary

The URLEY programme—Using Research Tools to Improve Language in the Early Years—trains teachers to improve children’s language and social-behavioural outcomes in nursery and reception year (ages 3 to 5). Early years teachers take part in five-day-long professional development workshops in which they are introduced to a set of evidence-based language learning principles, taught how to use research tools (primarily the Environment Rating Scales, ‘ERS’) to assess their practice, and provided with strategies for refining practice. Mentors supported teachers to implement the approach in their schools using face-to-face and distance (skype/phone) sessions. A follow-up workshop in the third term was offered to review progress, consolidate learning, and plan next steps. One hundred and twenty primary schools from the West Midlands, Liverpool, and Manchester participated in this efficacy trial from October 2016 to July 2018; 1,978 children were included in the evaluation. The programme was evaluated using a randomised controlled trial, testing the impact of the URLEY programme on children’s language development over two years—compared to business as usual in control schools—using a composite language assessment. Children’s social-behavioural development and the quality of practice in the participating settings were also assessed. The intervention was developed and delivered by a team from Oxford University, University College London (UCL) Institute of Education, and A+ Education. Interviews, case studies, and a survey were conducted to explore how the programme was implemented and to obtain feedback from participants

Changes in Data Sharing and Data Reuse Practices and Perceptions among Scientists Worldwide

The incorporation of data sharing into the research lifecycle is an important part of modern scholarly debate. In this study, the DataONE Usability and Assessment working group addresses two primary goals: To examine the current state of data sharing and reuse perceptions and practices among research scientists as they compare to the 2009/2010 baseline study, and to examine differences in practices and perceptions across age groups, geographic regions, and subject disciplines. We distributed surveys to a multinational sample of scientific researchers at two different time periods (October 2009 to July 2010 and October 2013 to March 2014) to observe current states of data sharing and to see what, if any, changes have occurred in the past 3–4 years. We also looked at differences across age, geographic, and discipline-based groups as they currently exist in the 2013/2014 survey. Results point to increased acceptance of and willingness to engage in data sharing, as well as an increase in actual data sharing behaviors. However, there is also increased perceived risk associated with data sharing, and specific barriers to data sharing persist. There are also differences across age groups, with younger respondents feeling more favorably toward data sharing and reuse, yet making less of their data available than older respondents. Geographic differences exist as well, which can in part be understood in terms of collectivist and individualist cultural differences. An examination of subject disciplines shows that the constraints and enablers of data sharing and reuse manifest differently across disciplines. Implications of these findings include the continued need to build infrastructure that promotes data sharing while recognizing the needs of different research communities. Moving into the future, organizations such as DataONE will continue to assess, monitor, educate, and provide the infrastructure necessary to support such complex grand science challenges