How popular is Robin Hood, anyway? With rising global income inequality, Charlotte Cavaillé asks why society isn’t doing more to redistribute income.
Cavaillé, assistant professor of public policy at the University of Michigan’s Ford School of...
The COVID-19 pandemic has exacerbated the gaps between low-income and high-income students, according to an editorial in Science magazine by Ford School professor Sue Dynarski, written with Christopher Avery of Harvard and Sarah Turner from the...
More money makes you happier...right? Professors Justin Wolfers and Betsey Stevenson say that’s accurate, to a point. “It’s a truism, but it’s false,” states Wolfers plainly on a February 28, 2019, segment from PBS’s NewsHour. “Rich people are...
The Gerald R. Ford School of Public Policy is excited to announce the addition of Charlotte Cavaille to the faculty as an assistant professor this coming fall. Cavaille is currently an assistant professor at the School of Foreign Service at...
Betsey Stevenson is quoted in a January 22 HuffPost piece by Jonathan Cohn, “Paid Family Leave Laws Aren’t Crushing Business, Despite What Ted Cruz Says.”“Paid family leave is finally getting serious attention in Washington and on the campaign...
Reuters quoted Justin Wolfers in an article about a new Brookings Institution report about rising income inequality. The report, entitled "Rising Inequality: Transitory or Permanent?" looked at incomes in the U.S. between 1987 and 2009. It found...
Michigan League Ballroom and Rackham Graduate School Amphitheatre
This workshop will be the first to take an in-depth look at basic income as a poverty alleviation strategy and spur the next generation of research on basic income studies.
Sean F. Reardon, Professor of Education, Stanford University Income inequality among the families of school-age children in the US has grown sharply in the last 40 years. In this talk Dr. Reardon will describe his research findings from three studies that examine the relationship of income and income inequality to educational outcomes. The first focuses on trends in the 'income achievement gap' (the test score gap between children from high- and low-income families) over the last 50 years, using data from 13 nationally representative studies conducted between 1959-2009.
