Our schools research explores how and why educational inequalities widen through the school years.
Education policy is a key policy lever to improving opportunities.
Our schools research explores how the education system can be improved to reduce barriers to opportunities. We aim to create a fairer system for all children, where achievement is based on skills rather than family circumstances.
In particular, evidence suggests a vital role for access to good teachers in the school system. We seek to understand how to attract, retain, and develop the most talented school teachers.
- Walking the line: Does crossing a high stakes exam threshold matter for labour market outcomes? - Oliver Anderson
- The effect of financial incentives on the retention of shortage-subject teachers: evidence from England - Sam Sims and Asma Benhenda
- Socio-economic inequality in young people’s financial capabilities - Jake Anders, John Jerrim and Lindsey Macmillan
- Effective teacher professional development: new theory and a meta-analytic test - Sam Sims, Harry Fletcher-Wood, Alison O’Mara-Eves, Sarah Cottingham, Claire Stansfield, Josh Goodrich, Jo Van Herwegen and Jake Anders
- Educational expectations of UK teenagers and the role of socio-economic status and economic preferences - Silvan Has, Jake Anders, John Jerrim and Nikki Shure.
- The effect of embedding formative assesment on pupil attainment - Jake Anders, Francesca Foliano, Matt Bursnall, Richard Dorsett, Nathan Anders, Johnny Runge and Stefan Speckesser.
- Making good on the ITT Market Review - Sam Sims.
- Inequalities in young peoples’ educational experiences and wellbeing during the Covid-19 pandemic - Jake Anders, Lindsey Macmillan, Patrick Sturgis and Gill Wyness.
- Refugees and the Educational Attainment of Natives - Colin Green and Jon Marius Vaag Iversen.
- A review and evaluation of secondary school accountability in England: Statistical strengths, weaknesses, and challenges for 'Progress 8' raised by COVID - Lucy Prior, John Jerrim, Dave Thomson and George Lecki.
- Quantifying 'promising trials bias' in randomized controlled trials in education - Sam Sims, Jake Anders, Matthew Inglis and Hugues Lortie-Forgues.
- How did the early stages of the COVID-19 pandemic affect teacher wellbeing? - Rebecca Allen, John Jerrim and Sam Sims.
- Grade Expectations: How well can we predict future grades based on past performance? - Jake Anders, Catherine Dilnot, Lindsey Macmillan and Gill Wyness.
- Driven to succeed? Teenagers’ drive, ambition and performance on high-stakes examinations - John Jerrim, Gill Wyness and Nikki Shure.
- Monetary and time investments in children’s education: how do they differ in workless households? - Silvan Häs, Jake Anders and Nikki Shure.
- Conditioning: How background variables can influence PISA scores - Laura Zieger, John Jerrim, Jake Anders and Nikki Shure.
- Determinants of private school participation: all about the money? - Jake Anders, Francis Green, Morag Henderson and Golo Henseke.
- Adolescent School Bullying Victimisation and Later Life Outcomes - Emma Gorman, Colm Harmon, Silvia Mendolia, Anita Staneva and Ian Walker.
- Stay a Little Longer? Teacher Turnover, Retention, and Quality in Disadvantaged Schools - Asma Benhena and Julien Grenet.
- New evidence on teachers’ working hours in England. An empirical analysis of four datasets - Rebecca Allen, Asma Benhenda, John Jerrim and Sam Sims.
- Post-pandemic funding for SEND pupils: is it enough?
- Understanding how we can raise attainment in mathematics
- Should we abolish GCSEs?
- The impact of timing of benefit payments on children’s outcomes
- The impact of school facility expenditures on pupil attainment
- Academic and social and emotional interventions in response to COVID-19 school closures
- The impact of recessions on teacher labour markets
- Inequality in access to grammar schools
- Inequalities in resources in the home learning environment
- School absences and pupil achievement
- Levelling up education and skills: a recipe for success? - Claire Crawford, Laura Outhwaite, Sam Sims and Gill Wyness
- The challenges of COVID-19 for young people need a new cohort study: introducing COSMO - Jake Anders and Carl Cullinane.
- We won’t reduce inequalities in post-16 progression until we make 'lower attainers' more visible - Ruth Lupton, Stephanie Thomson, Lorna Unwin and Sanne Velthuis.
- How is school accountability linked to teacher stress? - John Jerrim.
- Has a GCSE grade C/4 lost its value? - John Jerrim.
- Housing wealth, not bursaries, explains much of private school participation for those without high income - Jake Anders and Golo Henseke.
- How can policy-makers and parents support home learning during lockdown? - Laura Outhwaite.
- Exams 2021: So what now? Part 2: CEPEO’s response to the DfE/Ofqual consultation on summer assessment 2020/21 - Jake Anders, Lindsey Macmillan and Gill Wyness.
- Exams 2021: So what now? - Jake Anders, Lindsey Macmillan, and Gill Wyness.
- Staying ambitious, motivated and focused during Year 11 is worth half a grade per GCSE subject - John Jerrim.
- Predicted grades – what do we know, and why does it matter? - Gill Wyness.
- 10 things you may not know about educational inequality
- Home schooling during lockdown: Inequalities in inputs and perceptions - Jake Anders, Lindsey Macmillan, Patrick Sturgis and Gill Wyness.
- Widening Participation practitioners won’t let COVID-19 closures stop them from delivering HE access activities - Anna Mountford-Zimdars.
- The Covid-19 crisis and Educational Inequality - Simon Burgess and Anna Vignoles.
- Lockdown and the 11-plus - Matt Dickson and Lindsey Macmillan.
- Why wait until clearing to improve information available to students? - Gill Wyness.
- Ending lockdowns by reopening schools first? The potential implications for teachers’ health and well-being - Asma Benhenda.
- Why have we waited until now to improve the accuracy of predicted grades? - Gill Wyness.
- GCSE results in English and maths: Whatever approach is taken, here is how it should be validated - John Jerrim.
- Schools that keep teachers - Sam Sims.
- GCSEs are cancelled. Here’s what the government should do - John Jerrim.
- Who goes to private school? Looking beyond the money - Jake Anders.
- How do teacher absence and substitute teaching affect secondary students’ achievement? Evidence from France has wider implications - Asma Benhenda.
- Student to degree mismatch: the role of schools, and the impact of disruption from COVID-19
- COVID-19 impact on young peoples' learning, motivation, wellbeing, and aspirations
- COVID Social Mobility and Opportunities Study (COSMO)
- Learning About Culture
- Evaluating Complex and Whole-school Interventions (CWSI): Methodological and Practical Considerations