Does deferring school entry for children born just before the enrollment cutoff date improve their mental well-being? We address this question using administrative data on prescriptions for attention deficit hyperactivity disorder (ADHD) in England. Higher ADHD rates among early school starters...

Using UK longitudinal data on dual-earner couples, this paper estimates a model of intrahousehold housework decisions, which combines a randomized experimental framework eliciting counterfactual choices with gender norms differences across ethnicities and cohorts to identify the impacts of...

Using UK longitudinal data on dual-earner couples, this paper estimates a model of intrahousehold housework decisions, which combines a randomized experimental framework eliciting counterfactual choices with gender norms differences across ethnicities and cohorts to identify the impacts of...

Using UK longitudinal data on dual-earner couples, this paper estimates a model of intrahousehold housework decisions, which combines a randomized experimental framework eliciting counterfactual choices with gender norms differences across ethnicities and cohorts to identify the impacts of...

Using UK longitudinal data on dual-earner couples, this paper estimates a model of intrahousehold housework decisions, which combines a randomized experimental framework eliciting counterfactual choices with gender norms differences across ethnicities and cohorts to identify the impacts of...

Does deferring school entry for children born just before the enrollment cutoff date improve their mental well-being? We address this question using administrative data on prescriptions for attention deficit hyperactivity disorder (ADHD) in England. Higher ADHD rates among early school starters...

We study whether and why parents have gender-stereotyped beliefs when they assess their child's skills. Exploiting systematic differences in parental beliefs about a child's skills and blindly graded standardized test scores, we find that parents overestimate boys' skills more so than girls' in...

We study whether and why parents have gender-stereotyped beliefs when they assess their child's skills. Exploiting systematic differences in parental beliefs about a child's skills and blindly graded standardized test scores, we find that parents overestimate boys' skills more so than girls' in...

We study whether and why parents have gender-stereotyped beliefs when they assess their child's skills. Exploiting systematic differences in parental beliefs about a child's skills and blindly graded standardized test scores, we find that parents overestimate boys' skills more so than girls' in...