How much young children should be tested and graded is a highly contentious issue in education policy. Opponents consider it detrimental to child mental health, leading to misaligned incentives in educational policy and having little if any redeeming impact on educational performance. Others see...

This paper presents estimates of endogenous peer effects in pupils’ school achievement using data on national test scores, across multiple subjects and cohorts, for the population of primary school pupils in Years 3 and 5 (aged 7/8 and 9/10 years) in the Australian state of Victoria....

The paper examines the time-series evidence relating to participation rates in further education in England and Wales and, using cointegration analysis, identifies a long-run statistical relationship in the data consistent with an augmented human-capital model. The recent rapid growth of...