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...

Empirical researchers usually prefer statistical models that can be easily estimated using standard software packages. One such model is the sequential binary model with or without normal random effects; such models can be adopted to estimate discrete duration models with unobserved...

Using the UK Labour Force Survey, we study wage gaps for disabled men after the introduction of the Disability Discrimination Act. We estimate wage gaps at the mean and at different quantiles of the wage distribution, and decompose them into the part explained by differences in workers? and job...

We explore the relative influence of family and neighbourhood on educational attainment and how this varies by sibling type. Using English register data we find sibling correlations in exam scores of 0.563 at the end of primary school and of 0.621 at the end of compulsory schooling. The...

Analyses using aggregated data may bias inference. In this work we show how to avoid or at least reduce this bias when estimating quantile regressions using aggregated information. This is possible by considering the unconditional quantile regression recently introduced by Firpo et al (2009) and...

Using administrative data on schools in England, we estimate an education production model of cognitive skills at the end of secondary school. We provide empirical evidence of selfproductivity of skills and of complementarity between secondary school inputs and skills at the end of primary...