Stephen Machin, 26 October 2018

We know that increasing the school leaving age cuts crime, but why? Is it because kids who are most likely to commit crimes are learning things that make them more employable, or is just because they're off the streets? Tim Phillips talks to Steve Machin of the LSE about new research into the importance of these effects.

Brian Bell, Rui Costa, Stephen Machin, 14 October 2018

Changes to compulsory school leaving laws that force some people to stay in school longer have been shown to boost education and reduce crime. This column uses changes in such laws in the US to show that the driver behind the reduction in crime is not better employment outcomes, but ‘dynamic incapacitation’. Crime rates peak at age 18, and keeping teenagers in school during this key period can help ensure that they never proceed down the wrong track.

Fabrice Murtin, Martina Viarengo, 18 January 2013

A workforce’s cognitive skills and ability to learn are regarded as crucial factors for countries hoping to develop and become competitive in the global knowledge economy. This column argues that many developing countries‘ basic educational attainment and learning outcomes remain wanting. Taking a look at Europe’s historical record can shed light on the developing-country context, and evidence suggests that simply expanding an ill-functioning educational system will be wasteful. It’s advisable for policymakers to pursue institutional reform aimed at cost-efficiency before they begin implementing school reforms.


CEPR Policy Research