CEE in the News 2018
A 2017 University of Texas study found that simply having a smartphone within one’s view can reduce productivity, response speeds and grades. The results of another study , by the London School of Economics, inferred that the g...
New research reports from the Centre for Economic Performance (CEP) at the London School of Economics are highlighted in the Spring 2018 CentrePiece magazine. Among the findings: APPRENTICESHIPS: High potential payoffs but variation by subject specialism; BREXIT: Leave vote benefited from feelings of social and economic exclusion ; HOUSING: Planning policy creates more empty homes and longer commutes; FAMILY FIRMS: The weak management practices of second-generation bosses; PRE-SCHOOL: Free entitlement to early education has failed to deliver benefits; ITALIAN PRODUCTIVITY: Long-lasting stagnation in Europe’s ‘sleeping beauty’; LOCAL LABOUR MARKETS: Tools for analysing effects of place-based policies; LOST EINSTEINS: American evidence on who grows up to be an inventor.
‘Apprenticeships for Young People in England: Is there a Payoff?’, Chiara Cavaglia, Sandra McNally and Guglielmo Ventura, Centre for Vocational Education Research (CVER) Discussion Paper No. 10, November 2017
Researchers at University of Texas last year claimed that smartphones could negatively affect attention span by just being in someone’s line of sight. Another study, conducted by the London School of Economics, found that students who did not use their phones at school found their grades improved by 6.5 per cent.
MOBILE phones in schools should be banned because they pose a much graver risk to children's education than previously considered, the author of a flagship report on their use says. Increasing phone ownership is causing unprecedented classroom distractions, academic Richard Murphy said. An outright ban on their use in schools is needed more than ever, said Murphy, a professor at the University of Texas at Austin. Murphy previously co-authored a study that claimed banning phones from schools gives pupils an extra week's education during an academic year.
Scene of the meeting, the London School of Economics, in the center of the British capital, in the third session of a cycle of debates centered on the relationship between Catalonia and Spain. In London, not in Barcelona or in Madrid, as if sitting in the same table, the economics consultant Andreu Mas-Colell and prominent economists, colleagues Jordi Galí, Ángel de la Fuente, Ramon Marimon and Antonio Cabrales in one of the Two cities of the State were impossible. Almost a metaphor for the lack of dialogue not between the five academics present at the event, but between the leading Spanish class and the one that led the Process in Catalonia.
The London School of Economics hosts a new debate of the series that is celebrating, in collaboration with Politikon, about the future of Spain and Catalonia. On this occasion, with the moderation of Jenifer Ruiz-Valenzuela, of the LSE, Antonio Cabrales, Ángel de la Fuente, Jordi Galí, Ramon Marimon and Andreu Mas-Colell talk about the economic dimension of the Catalan crisis.
Other studies have come to similar conclusions. In 2015 researchers at the London School of Economics studied results at 91 secondary schools in London, Birmingham, Manchester and Leicester that banned mobile phones. They found a rise in results in schools where the ban was tightly enforced, but none where it was flouted.
Moreover, when we consider these findings in light of research published last July by Centre for Cities and the Centre for Economic Performance, which suggested that Aberdeen’s economy would be hit harder than that of any other city by either a ‘hard’ or ‘soft’ Brexit, it all adds up to a worrying picture for Aberdeen.
Findings suggest that a mother’s personality has a big impact on the academic performance of teenagers, regardless of other factors. Academics assessed women’s “internal locus of control”, how much they believed that they controlled their own lives rather than having good or bad luck. Babies born to mothers with a strong belief in their own power did better in GCSEs, even when the family background, mother’s education and her IQ and the locus of control of the child were taken into account. The findings by the Centre for Economic Performance, at the London School of Economics, are published in The Economic Journal. The study analysed data from the Children of the 90s project, which tracks the lives of more than 10,000 people born in Bristol.
Locus of Control and its Intergenerational Implications for Early Childhood Skill Formation (pages 298-329)
The Economic Journal Volume 128, Issue 608, February 2018
Warn N. Lekfuangfu, Nattavudh Powdthavee, Nele Warrinnier, Francesca Cornaglia
Snippet: ... to answer Facebook calls, to answer Facebook messages.' She added that the gadgets are having a negative impact on the children's ability to concentrate in class, a key finding of recent research published by the London School of Economics. 'They're not even …
A recent British study by the Centre for Economic Performance compared student results across schools based on cellphone-use policies and concluded, "Schools that restrict access to mobile phones subsequently experience an improvement in text scores."
Students scored almost seven percent higher following strict phone bans at school, according to a 2015 study published by the Center for Economic Performance at the London School of Economics.
The first criticism of Ms Greening was that she was insufficiently radical in pursuing structural reform — more academies, free schools and grammar schools. Research by the LSE, the Education Policy Institute (EPI) and others has demonstrated that the early academies set up in the Blair era were notably successful in raising attainment in some of the most challenging and disadvantaged schools in the country. But analysis of recent reforms tends to support the cautious Greening approach. LSE research finds little or no significant attainment effects from the more recent academies programme, while an EPI study indicates that claims about the impacts of the free schools programme are exaggerated.
Guildford: University of Surrey, of United Kingdom has issued the following news release: Researchers from the University of Surrey, Dr Jo Blanden and Professor Sandra McNally, and University College London, Dr Kirstine Hansen, have completed a comprehensive five-year study on ECEC, funded by the Nuffield Foundation. Using administrative data on all children in preschools and the first years of schooling they found that the policy, introduced by the Labour government in 1998, has had little impact on the educational outcomes of children who have participated
Guildford: University of Surrey, of United Kingdom has issued the following news release: Researchers from the University of Surrey, Dr Jo Blanden and Professor Sandra McNally, and University College London, Dr Kirstine Hansen, have completed a comprehensive five-year study on ECEC, funded by the Nuffield Foundation. Using administrative data on all children in preschools and the first years of schooling they found that the policy, introduced by the Labour government in 1998, has had little impact on the educational outcomes of children who have participated.
A 2016 analysis by Stephen Machin and his colleagues at the London School of Economics found that the new phonics mandates were associated with only modest improvements in reading scores by the age of 5, and that those gains disappeared entirely by age 11. If Damian Hinds really wants to make a difference in schools he should instead invest money into the one activity that has been consistently proven to boost reading achievement: putting more books into the school library.
Authors of a comprehensive study on Early Childhood Education and Care (ECEC) funded by the Nuffield Foundation have called on the Secretary of State for Education to focus on improving the quality of the free entitlement to part time nursery care for 3-year-olds.
Researchers from the University of Surrey, Dr Jo Blanden and Professor Sandra McNally, and University College London, Dr Kirstine Hansen, have completed a comprehensive five-year study on ECEC, funded by the Nuffield Foundation. Using administrative data on all children in preschools and the first years of schooling they found that the policy, introduced by the Labour government in 1998, has had little impact on the educational outcomes of children who have participated.
Snippet: ... there has been a study by the London School of Economics which found where mobiles were banned test scores improved. Richard Murphy, one of the authors, is interviewed o...