Blog Archives

Grammar schools and access to universities: HEPI report not an accurate or complete picture

Lindsey Macmillan, Matt Dickson, Simon Burgess. A HEPI Occasional Paper out today claims that “grammar schools … play a significant role in supporting social mobility”. This is based on two statements in the paper: firstly, that a high proportion of disadvantaged pupils

Posted in Education policy, Evidence-based policy, Further higher and lifelong education

School leaders: who sits at your table? And four more questions for the new year

Zachary Walker.  Every generation brings new faces, new ways of thinking and new challenges into our classrooms. In order to prepare students for the dynamic, exciting world they are entering, it is important that we understand and honour this generation

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Posted in accountability and inspection, Evidence-based policy, Leadership and management

The pupil premium is not working (part I): do not measure attainment gaps

Becky Allen.  On Saturday 8 September 2018 I gave a talk to researchED London about the pupil premium. It was too long for my 40-minute slot, and the written version is similarly far too long for one post. So I

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Posted in accountability and inspection, Evidence-based policy, Leadership and management, Teachers and teaching assistants

What have longitudinal studies ever done for us? A beginner’s guide is here

Alison Park. Earlier this year the Economic and Social Research Council (ESRC) launched its Longitudinal Studies Strategic Review – commissioned to assess the value and future needs of longitudinal research in the UK. The review clearly recognised the importance of the UK’s

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Posted in Evidence-based policy, Social sciences and social policy, young people

Improving science participation: Five evidence-based recommendations for policy-makers and funders

Science Capital Team.  To continue with science post-16, young people must achieve certain levels of understanding and attainment. Crucially, they must also feel that science is a good ‘fit’ for them – that science is ‘for me’. Drawing on more

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Posted in Employment and skills, Evidence-based policy, Further higher and lifelong education, Teaching, learning, curriculum & assessment
UCL Institute of Education

This blog is written by academics at the UCL Institute of Education.

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