The medium-term impact of a conditional cash transfer programme on educational outcomes in England

Yuyan Jiang

Education Economics, 2025, vol. 33, issue 2, 218-239

Abstract: This paper uses longitudinal data from England to examine the medium-term impact of a means-tested conditional cash transfer programme, Education Maintenance Allowance (EMA), on higher educational participation and attainment. Combining regression modelling with entropy balancing, this paper finds that two-year EMA recipients are more likely to participate in higher education than non-recipients. Moreover, the impact of EMA is more substantial for male students, those with higher prior academic attainment, and students whose parents have higher educational qualifications. These findings suggest that even though EMA is a costly programme, it will benefit young people over a longer time frame.

Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/09645292.2024.2308272 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:edecon:v:33:y:2025:i:2:p:218-239

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/CEDE20

DOI: 10.1080/09645292.2024.2308272

Access Statistics for this article

Education Economics is currently edited by Caren Wareing and Steve Bradley

More articles in Education Economics from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().