College, Cognitive Ability, and Socioeconomic Disadvantage: Policy Lessons from the U.K. in 1960–2004

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ID: 324310
2026
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Abstract
Abstract University access has significantly expanded in OECD countries, and further growth figures prominently in political agendas. We study possible consequences of historical and future expansions in a stochastic, general equilibrium Roy model where tertiary educational attainment is determined by cognitive ability and socioeconomic disadvantage. In our analysis, individual productivity depends not only on education but also directly on cognitive ability. The expansion of university access in the U.K. that started in the 1960s provides an ideal case study to draw lessons for the future. We find that this expansion led to the selection into college of progressively less talented students from advantaged backgrounds. Appropriate counterfactual policies existed that would have achieved the dual goal of increasing college graduates’ cognitive ability while improving tertiary education opportunities for the disadvantaged.
Reference Key
openalex_W7201845080 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Andrea Ichino, Aldo Rustichini, Giulio Zanella
Journal The Review of Economic Studies
Year 2026
DOI
10.1093/restud/rdag072
URL
https://doi.org/10.1093/restud/rdag072
Keywords Keywords not found

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