Higher education academic salaries in the UK

It is widely believed that higher education academic salaries are too low, and that this may lead to a ‘brain drain’ and also lower quality in higher education, as universities fail to attract the ‘brightest and the best’. We compare the salaries of Higher Education teaching professionals in the UK with those of other comparable professionals. We compare academic salaries to a range of occupational groupings that one might view as similar, in terms of unobserved characteristics, to academics. We conclude that HE teaching professionals earn lower earnings than most public sector graduates and do particularly poorly compared to most other comparable professionals. In particular, academic earnings compare poorly to those in the legal professions, consultant physicians and dental practitioners (across both the public and private sectors). On the other hand, some public sector workers do worse than HE academics, e.g. FE teachers

The link between East Asian ‘mastery’ teaching methods and English children’s mathematics skills

A small group of high-performing East Asian economies dominate the top of the Programme for International Student Assessment (PISA) rankings. Although there are many possible explanations for this, East Asian teaching methods and curriculum design are two factors to have particularly caught policymakers’ attention. Yet there is currently little evidence as to whether any particular East Asian teaching method actually represents an improvement over the status quo in England, and whether such methods can be successfully introduced into Western education systems. This paper provides new evidence on this issue by presenting results from two clustered Randomised Controlled Trials (RCT’s), where a Singaporean inspired ‘mastery’ approach to teaching mathematics was introduced into a selection of England’s primary and secondary schools. We find evidence of a modest, positive treatment effect that comes at a relatively low per-pupil cost

University access for disadvantaged children: A comparison across countries

In this paper, we consider whether certain countries are particularly adept (or particularly poor) at getting children from disadvantaged homes to study for a bachelor’s degree. A series of university access models are estimated for four English-speaking countries (England, Canada, Australia and the USA), which include controls for comparable measures of academic achievement at age 15. Our results suggest that socioeconomic differences in university access are more pronounced in England and Canada than Australia and the USA and that cross-national variation in the socioeconomic gap remains even once we take account of differences in academic achievement. We discuss the implications of our findings for the creation of more socially mobile societies

A comparison of sample survey measures of earnings of English graduates with administrative data

Summary Administrative data sets are increasingly used in research because of their excellent coverage and large scale. However, in the UK the use of administrative data on individuals’ earnings, and particularly graduates’ earnings, is novel. Understanding the strengths and weaknesses of such data is important as they are set to be used extensively for research and to inform policy. Here we compare survey-based labour earnings data from the UK's Labour Force Survey (LFS) with UK Government administrative sources of individual level earnings data, focusing separately on young (up to age 32 years) graduates and non-graduates. This type of administrative data set has few sample selection issues and is longitudinal and its large samples mean that the earnings of subpopulations can potentially be studied with low error. Overall we find a similar share of individuals with zero earnings in the LFS and administrative data, but a considerably higher share (conditionally on working) earning below £8000 in the administrative data. The LFS has generally higher earnings right through the distribution, though above the median a large share of the differences can potentially be explained by employee pension contributions. We also find considerably larger gender difference in the survey data. The findings hold for both graduates and non-graduates. These differences are substantively important and suggest different conclusions about the gender wage gap, the graduate earnings premium and the extent of earnings inequality.Nuffield Foundatio

The role of local labour market conditions and pupil attainment on post-compulsory schooling decisions

Purpose The purpose of this paper is to assess the role of local labour market conditions and pupil educational attainment as primary determinants of the post-compulsory schooling decision. Design/methodology/approach Through the specification of a nested logit model, the restrictive independence of irrelevant alternatives (IIA) assumption inherent in the multinomial logit (MNL) model is relaxed across multiple unordered outcomes. Findings The analysis shows that the factors influencing schooling decisions differ for males and females. For females, on average, the key drivers of the schooling decision are expected wage returns based on youth educational attainment, attitudes to school and parental aspirations, rather than local labour market conditions. For males, higher local unemployment rates encourage greater investment in education. Originality/value The contribution of this paper to the existing literature is threefold. First, a nested logit model is proposed as an alternative to a MNL. The former can formally incorporate the structured and sequential decision-making process that youths may engage with in relation to the post-compulsory schooling decision, as well as relaxing the restrictive IIA assumption inherent in the MNL across multiple unordered outcomes, an issue the authors discuss in more detail in the Methodology section below. Second, the analysis is based on extremely rich socio-economic data from the Longitudinal Study of Young People in England, matched to local labour market data and administrative data from the National Pupil Database and Pupil Level Annual School Census, which provide a broad set of unusually high-quality measures of prior attainment. The authors argue that such high-quality data and an appropriate model specification allows identification of the determinants of the post-compulsory decision in a more detailed manner than many previous analyses. Third, the data have the scale necessary to consider whether the determinants of post-compulsory schooling decisions vary by gender, a particularly important issue given the differential education participation rates of males and females (e.g. in this cohort, females are about 10 percentage points more likely to go on to higher education in the UK than males), and the gendered choices of occupation (see, e.g. Bertrand, 2011). The work will, therefore, provide recent empirical evidence from England on gender differences in the determinants of education choices. Office for Manpower Economic

Is Improving Access to University Enough? Socio-Economic Gaps in the Earnings of English Graduates

Much research and policy attention has been on socio-economic gaps in participation at university, but less attention has been paid to socio-economic gaps in graduates' earnings. This paper addresses this shortfall using tax and student loan administrative data to investigate the variation in earnings of English graduates by socio-economic background. We fi nd that graduates from higher income families (with median income of around $77,000) have average earnings which are 20$26,000). Once we condition on institution and subject choices, this premium roughly halves, to around 10%. The premium grows with age and is larger for men, in particular for men at the most selective universities. We estimate the extent to which different institutions and subjects appear to deliver good earnings for relatively less well off students, highlighting the good performance of medicine, economics, law, business, engineering, technology and computer science, as well as the prominent London-based universities.Nuffield Foundation British Academ

What should an index of school segregation measure?

The article aims to make a methodological contribution to the education segregation literature, providing a critique of previous measures of segregation used in the literature, as well as suggesting an alternative approach to measuring segregation. Specifically, the paper examines Gorard, Fitz and Taylor's finding that social segregation between schools, as measured by free school meals (FSM) entitlement, fell significantly in the years following the 1988 Education Reform Act. Using Annual Schools Census data from 1989 to 2004, the paper challenges the magnitude of their findings, suggesting that the method used by Gorard et al. seriously overstates the size of the fall in segregation. We make the case for a segregation curve approach to measuring segregation, where comparisons of the level of segregation are possible regardless of the percentage FSM eligibility. Using this approach, we develop a new method for describing both the level and the location of school segregation

Higher education, career opportunities, and intergenerational inequality

The UK government has expressed a desire to increase social mobility, with policies to help achieve this aim focused on reducing inequalities in educational attainment. This paper draws together established and new information about the contribution that higher education can make to social mobility using a life-course approach, considering differences by family background in terms of university attendance and achievement, as well as occupation and earnings following graduation. We find substantial socio-economic differences at each stage. Young people from poorer backgrounds are, on average, less likely to go to university than their richer peers. Even among the selected group who do go to university, they are less likely to attend the highest status institutions, less likely to graduate, and less likely to achieve the highest degree classes. These differences in degree outcomes contribute to the lower average earnings of graduates from poorer families, but earnings differentials go well beyond those driven purely by degree attainment or institution attended. The evidence strongly suggests that, even after taking these factors into account, graduates from affluent families are more likely to obtain a professional job and to see higher earnings growth in the labour market. We discuss the implications of these findings for the prospects of higher education as a route to greater social mobility

Do government schools improve learning for poor students? Evidence from rural Pakistan

Pakistan’s Punjab province has witnessed numerous education reforms in recent years. Many of these reforms have been aimed at improving the well-documented low levels of learning by focusing on improving teaching quality. The rhetoric suggests that government schools, particularly those in rural areas with a more disadvantaged pupil base, are especially ineffective at imparting learning. This paper seeks to investigate whether children in rural Punjab are learning literacy and numeracy over the course of a year, and if so, are some pupils progressing more than others. Using recently collected data, it finds that children in our sample are making progress. Variation in progress is found to be greater within schools rather than across them. The competence and qualifications of a teacher also makes a significant difference to a child’s academic progress. The paper further finds differential progress for rich and poor students within schools, suggesting an important role for education policy to put in place targeted support towards those from disadvantaged backgrounds to ensure improvements in their learning keep pace with their peers.Department for International Development (DFID