The impact of the fathers’ job loss during the 1980s recession on their child’s educational attainment and later labour market outcomes

The research on intergenerational correlations in outcomes is increasingly moving from measurement into assessment of causal transmission mechanisms. This paper analyses the causal impact of fathers’ job loss on their children’s educational attainment and later economic outcomes. To do so, we isolate the effect of job loss associated with major industry contractions, mainly in manufacturing, during the recession of the 1980s by mapping industry-level employment change data from 1980 to 1983 into the British Cohort Study (BCS). Children with fathers who were identified as being displaced did significantly worse in terms of their GCSE attainment than those with non-displaced fathers. A child with a displaced father obtained, on average, 18 grade points lower or half a GCSE at grades A*–C less than their otherwise-identical counterparts, the equivalent of about 2 per cent lower wages as an adult. There is also a small effect of fathers’ displacement on the early labour market attachment of children, but no direct impact on their earnings at age 30/34. This does not mean that the impact of job loss will not affect social mobility. Those with lower income, education and social class were most affected by job losses and there is a direct effect on education and youth unemployment, which we know to be drivers of later earnings. This suggests that the recent recession may have significant long-term consequences for the children of those who have lost their jobs

The Interdependence and Determinants of Childhood Outcomes: The Relevance for Policy. Report to the Department of Children, Schools and Families

The Centre for the Economics of Education was asked to bring together a wide range of academic evidence (primarily England-based) to investigate the extent to which academic and non-academic childhood outcomes are complementary to each other, or are in some way traded-off against each other. The report also investigates the drivers of both academic and non-academic outcomes and the extent to which child outcomes persist throughout a child's life and across generations. There is also a brief discussion of the implications of this evidence to education policy. The report finds that the relationships between academic and non-academic outcomes are complex in nature. For example, pupils who are bullied or who take unauthorised absence at age 14 have significantly lower educational achievement at GCSE. Pupils who experienced bullying at age 14 were also much more likely to experience bullying at age 16. Conversely pupils who participate in positive extra-curricular activities, such as clubs, were also found to have better academic achievement later in their schooling. These childhood outcomes are themselves determined by a wide variety of influences (such as the quality of parenting they receive) and environmental factors (for example whether they are exposed to passive smoke). It has been well established that children from disadvantaged backgrounds have relatively poor academic outcomes and tend to have weaker social skills than children from more advantaged households. However the evidence also suggests that these children also go on to experience more negative outcomes in adulthood, such as lower probability of employment and lower wages. Furthermore key social and academic outcomes of parents - cognitive skills, attitudes to education, smoking and drinking - are related to similar behaviours in their children. The report concludes that the complex nature of the drivers of child development, the interdependence of child outcomes, and the way that outcomes persist through an individual's life and across generations needs to be recognised in order to develop truly effective policy.While very little of the evidence highlighted in this report identifies true causal relationships (i.e. that a factor X actually directly causes a change in outcome Y), the report draws on some of the highest quality research and analysis currently available, using detailed longitudinal datasets, including the Department's own Longitudinal Study of Young People in England. This enables us to identify at the very least 'robust associations' as well as the data allows. However it does suggest that further research is required to better understand the associations outlined in this report to move to a position where we can identify credible causal relationships. This is important to foster more justified and increasingly effective policymaking. This research report was written before the new UK Government took office on 11 May 2010. As a result the content may not reflect current Government policy. This research will be of use to officials and ministers in helping to shape the future direction of education policy and Departmental strategy.education, government policy

Structure and Growth of Core–shell Nanoprecipitates in Al–Er–Sc–Zr–V–Si High-temperature Alloys

Lightweight Sc-containing aluminum alloys exhibit superior mechanical performance at high temperatures due to core–shell, L12-ordered trialuminide nanoprecipitates. In this study, the structure of these nanoprecipitates was studied, using different transmission electron microscopy (TEM) techniques, for an Al–Er– Sc–Zr–V–Si alloy that was subjected to a two-stage overaging heat treatment. Energy-dispersive X-ray spectroscopy of the spherical Al3(Sc, Zr, Er ,V) nanoprecipitates revealed a core–shell structure with an Sc- and Er-enriched core and a Zr-enriched shell, without a clear V outer shell. This structure is stable up to 72% of the absolute melting temperature of Al for extended periods of time. High-angle annular dark-field scanning TEM was used to image the {100} planes of the nanoprecipitates, demonstrating a homogeneous L12-ordered superlattice structure for the entire nanoprecipitates, despite the variations in the concentrations of solute atoms within the unit cells. A possible growth path and compositional trajectory for these nanoprecipitates was proposed using high-resolution TEM observations, where different rod-like structural defects were detected, which are considered to be precursors to the spherical L12-ordered nanoprecipitates. It is also hypothesized that the structural defects could consist of segregated Si; however, this was not possible to verify with HAADF-STEM because of the small differences in Al and Si atomic numbers. The results herein allow a better understanding of how the Al–Sc alloys’ core–shell nanoprecipitates form and evolve temporally, thereby providing a better physical picture for future atomistic structural mappings and simulations

Changes in first entry to out-of-home care from 1992 to 2012 among children in England.

Placement in out-of-home care (OHC) indicates serious childhood adversity and is associated with multiple adverse outcomes. Each year 0.5% of children in England live in OHC but evidence is lacking on the cumulative proportion who enter during childhood and how this varies over time. We measured the proportion of children born between 1992 and 2011 who entered OHC, including variation in rates of entry over time, and explored the determinants of these changes using decomposition methods. We also described changes in placement type, duration and stability. By age 18, 3.3% of children born 1992-94 entered OHC. This proportion varied by ethnicity (1.6% of White vs. 4.5% of Black children born 2001-03 entered OHC by age 9, 95% CI [1.5-1.7] and [4.4-4.6], p<0.001) and increased over time (0.8% of children born 2009-11 entered OHC by age 1 vs. 0.5% born 1992-94, 95% CI [0.7-0.9] and [0.4-0.6], p<0.001). This overall increase was driven primarily by the increased rate of entry among White children and not by concurrent changes in the population's ethnic composition. The proportion of children entering OHC in England is increasing and characteristics of the care they receive are changing with earlier intervention and longer, more stable placements. Further research is required to understand the reasons for these changes in practice and whether they are cost-effective, sustainable, and improve outcomes for children and society

Developing Second Language Reading Comprehension through Short Story

This study will examine the effectiveness of short story on the reading comprehension of the second language learners. The interaction and reciprocal, collaboration of literature and language teaching has been the focus of interest to many EFL (English as a Foreign Language) researchers, especially in the 20th century. Using literature as a vehicle for the teaching of a second language has proved very handy. Predominantly the short story's unique features, i.e., its brevity, modernity, and diversity make it appealing and interesting to language learners and a value source for the improvement of L2 reading comprehension. The short story can proffer learners ample linguistic, intellectual, and emotional involvement and enhance their learning experience. Keywords: Short story, reading comprehension, EF