Monday, 24 April 2017

Is there a benefit to post-16 remedial policies?

Clémentine Van Effenterre, a researcher at the Paris School of Economics and CVER, reviews the impact of remedial interventions for post-16 students

Remedial interventions in tertiary education are under scrutiny in most OECD countries. They are particularly important in a context of increasing demand for skilled workers. However, they are often costly, and their efficiency in boosting student performance has been questioned. This debate has gained particular relevance in England given recent policy changes that require students who do not get at least a grade C in English or maths in GCSE to repeat exams in these subjects. The low pass rate amongst those who re-sit has raised questions about the sustainability of the policy. What can be done to improve mathematics and English attainment to help students achieving these new requirements? What types of remedial interventions are efficient to address the need of students older than 16? In this context, we have reviewed economic literature on the impact of remedial interventions in tertiary education.

Tuesday, 28 March 2017

The decision to undertake an apprenticeship

CVER's Steven McIntosh, from the University of Sheffield, discusses what influences the decision to do an apprenticeship

What is likely to influence the decision-making of young people who are thinking about undertaking an apprenticeship? In this blog I discuss some research we have undertaken in CVER, answering just this question. The data source is the responses to a questionnaire that we developed ourselves, given to a cohort of apprentices at the Advanced Manufacturing Research Centre (AMRC) at the University of Sheffield. These apprentices were surveyed in January-March 2016, having all begun their apprenticeship in September 2015. In total, 61 apprentices responded to our questionnaire (a response rate of around 50%).

Friday, 24 March 2017

The benefits of vocational education for low-achieving school leavers

Vahé Nafilyan, from the Institute for Employment Studies, writes on CVER's latest research paper which looks at a previously neglected group: school leavers starting low level vocational courses

Every year, about 65,000 school leavers start low level vocational courses. As underlined in a report by the House of Lords Select Committee on Social Mobility these young people have received much less attention than those who go on to A-Levels and university and, at the other end of the spectrum, the small minority dropping out of education, employment or training. Although this is a sizeable group (10% of a cohort), their participation in vocational education and labour market outcomes have so far been barely documented.

Friday, 13 January 2017

How important is providing careers-related information for students?

CVER Director Sandra McNally looks at career advice on offer to students, and what works

The type and quality of education matters for labour market prospects, as reflected in future employment and earnings. There is often dissatisfaction expressed with the careers information and advice provided to students at school and beyond. It’s a matter of common sense (rather than academic study) to say that students do need to have good quality careers information and advice. What isn’t clear is whether cheap information interventions are really going to make the difference for young people as they approach the time where they need to make important decisions. In recent years, there have been a number of economic studies that have used rigorous approaches to test whether simple information interventions actually work. I have reviewed this for a recent IZA World of Labor paper, which focuses on results from 10 evaluations implemented via Randomised Control Trials

Monday, 24 October 2016

Using survey data to estimate the value of vocational qualifications

CVER's Steven McIntosh and Damon Morris, from University of Sheffield, look at the value of vocational qualifications

An important part of the research programme at CVER is to investigate the ‘returns’ to vocational qualifications, that is, the wage premiums earned by individuals who hold such qualifications. The results of such research provide important information to policy-makers about the value the labour market places on qualifications, as well as to individuals making decisions about what courses to pursue. Our work will provide up-to-date evidence on this topic, using a comprehensive range of data sets and methodologies.

Monday, 3 October 2016

Low-achieving teenagers: Evidence from France of the potential of low-cost interventions to clarify educational options

Eric Maurin from the Paris School of Economics is an expert advisor for CVER and presented this work at our recent conference

A simple programme of meetings facilitated by school principals and targeted at low-achieving 15 year olds can help them to identify educational opportunities that fit both their tastes and their academic ability. That is the central finding of a large-scale randomised experiment in Paris, conducted by economic researchers Dominique Goux, Marc Gurgand and Eric Maurin.

Their study, which is forthcoming in the Economic Journal, reveals that the outcome of an intervention in deprived neighbourhoods of Paris has been a very significant reduction in the number of students repeating educational years (‘grade repetition’) and in the number of students dropping out of school altogether. Compared with most existing interventions, this is a very low cost way to help young people who struggle at school to find the educational track most suited to their needs.

Thursday, 15 September 2016

The Benefits of Alternatives to Conventional College: Labor-Market Returns to Proprietary Schooling

Christopher Jepsen, with Peter Mueser and Kyung-Seong Jeon, looks at the labor-market returns to U.S. proprietary schooling (often known as for-profit schooling)

Researchers are increasingly able to estimate the long-term wage returns to education using administrative data. This research reports findings from the US that were presented at the CVER seminar series in 2015 and have recently been published in a discussion paper (Jepsen et al. 2016).

In recent years, U.S. states have drastically reduced funding for education, and public community colleges and universities are particularly hard hit (Phelan, 2014). Proprietary schools (also known as for-profit schools) have been growing dramatically over the last decade, filling a gap in demand for postsecondary education, particularly for low-income and nonwhite individuals. The vast majority of students in this sector pursue vocational qualifications such as certificates and associate’s degrees in areas of study including health, transportation, and trades (i.e. construction, etc.).