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Estimating the Costs Associated with the Student Support Offer – July 2018

London Economics recently presented an analysis of the current higher education fees and funding arrangements – and possible alternatives – at the Wonkhe conference “Proceed with Caution”. The full presentation is available here.

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Reducing Roadside Litter Using Randomised Controlled Trials – June 2018

London Economics produced a guide for conducting and evaluating randomised controlled trials (RCTs) for anti-littering actions on roads for the Department for Transport. The guide sets out, step-by-step, how to design, set up and implement a randomised controlled trial, as well as how to measure its success, focusing on the context of measures to reduce […]

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How to Double Savings Rates: A Case Study in Nudging for Good. The Behavioural Economics Guide 2018 – June 2018

London Economics in association with our partners Genesis Analytics are please to contribute to the 2018 edition of the international Behavioural Economics Guide. We present a case study of our behavioural insights work where we introduce nudges to encourage consumers to save more.

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Evaluation of Prisoner Learning – June 2018

London Economics were commissioned by the Department for Education and Ministry of Justice to undertake an analysis of the OLASS4 offender learning in prisons. The analysis combined information from the Individualised Learner Record (on publicly funded training) with Ministry of Justice data relating to prisoners’ criminogenic characteristics and re-offending, as well as earnings and employment […]

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Settling the Counterfactual Debate: Is There a Preferable Counterfactual when Estimating the Returns to Vocational Qualifications? – April 2018

Using information from the Longitudinal Education Outcomes (LEO) data set, it is now possible to compare the characteristics and estimates for learners with different qualifications encompassing both types of counterfactuals used in the extant literature: learners in possession of qualifications at the ‘level-below’ and learners enrolling in similar vocational qualifications but failing to achieve (‘non-achievers’). […]

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