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All Outputs (20)

Let's make education fairer (2019)
Journal Article
Gorard, S., Siddiqui, N., See, B., Boliver, V., & Wardle, L. (2019). Let's make education fairer. Research intelligence, Autumn 2019(140), 12-13

Maths Counts, Evaluation Report (2019)
Report
See, B., Morris, R., Gorard, S., & Siddiqui, N. (2019). Maths Counts, Evaluation Report. [No known commissioning body]

Evaluation of the impact of Maths Counts delivered by teaching assistants on primary school pupils' attainment in maths (2019)
Journal Article
See, B. H., Morris, R., Gorard, S., & Siddiqui, N. (2019). Evaluation of the impact of Maths Counts delivered by teaching assistants on primary school pupils' attainment in maths. Educational Research and Evaluation, 25(3-4), 203-224. https://doi.org/10.1080/13803611.2019.1686031

This paper presents the findings of a 1-year efficacy trial of Maths Counts (MC), an intensive, individualised programme delivered by trained teaching assistants. The programme was delivered 3 times a week over 10 weeks. The sample included 291 Year... Read More about Evaluation of the impact of Maths Counts delivered by teaching assistants on primary school pupils' attainment in maths.

Using contextual data to widen access to higher education (2019)
Journal Article
Boliver, V., Gorard, S., & Siddiqui, N. (2021). Using contextual data to widen access to higher education. Perspectives: Policy and Practice in Higher Education, 25(1), 7-13. https://doi.org/10.1080/13603108.2019.1678076

This paper reports on the findings of an ESRC funded project that contributes to the evidence base underpinning contextualised approaches to undergraduate admissions in England. We show that the bolder use of reduced entry requirements for disadvanta... Read More about Using contextual data to widen access to higher education.

The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England (2019)
Journal Article
Gorard, S., Siddiqui, N., & See, B. (2021). The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England. Research Papers in Education, 36(3), 355-379. https://doi.org/10.1080/02671522.2019.1677759

Pupil Premium funding has been provided to schools in England since 2011, to help overcome socio-economic segregation between schools, and reduce the attainment gap between disadvantaged pupils and their peers – nationally, regionally, and within ind... Read More about The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England.

The ‘Write Across’ Project: Evaluation Report (2019)
Preprint / Working Paper
Morris, R., See, B. H., Gorard, S., & Siddiqui, N. (2019). The ‘Write Across’ Project: Evaluation Report

The Write Across project aimed to provide high-quality and ongoing professional development opportunities to teaching staff, focusing on pedagogical approaches and subject knowledge relating to writing composition and grammar. The National Literacy T... Read More about The ‘Write Across’ Project: Evaluation Report.

Can learning beyond the classroom impact on social responsibility and academic attainment? An evaluation of the Children’s University youth social action programme (2019)
Journal Article
Siddiqui, N., Gorard, S., & See, B. (2019). Can learning beyond the classroom impact on social responsibility and academic attainment? An evaluation of the Children’s University youth social action programme. Studies in Educational Evaluation, 61, 74-82. https://doi.org/10.1016/j.stueduc.2019.03.004

Disadvantaged pupils in England tend to have lower average attainment than their peers. They are also less likely to be involved in wider learning and opportunities for experience beyond the classroom walls. Approaches which support learning activiti... Read More about Can learning beyond the classroom impact on social responsibility and academic attainment? An evaluation of the Children’s University youth social action programme.

How trajectories of disadvantage help explain school attainment (2019)
Journal Article
Gorard, S., & Siddiqui, N. (2019). How trajectories of disadvantage help explain school attainment. SAGE Open, 9(1), 1-14. https://doi.org/10.1177/2158244018825171

This paper illustrates the links between different ways of assessing disadvantage at school and subsequent qualification outcomes at age 16 in England. Our previous work has compared variables that represent current or recent snapshots of disadvantag... Read More about How trajectories of disadvantage help explain school attainment.

Why don’t we have enough teachers?: A reconsideration of the available evidence (2019)
Journal Article
See, B., & Gorard, S. (2020). Why don’t we have enough teachers?: A reconsideration of the available evidence. Research Papers in Education, 35(4), 416-442. https://doi.org/10.1080/02671522.2019.1568535

There is widespread concern about the shortage of secondary school teachers in England. Recruitment to initial teacher training regularly fails to meet its intake targets. The secondary school pupil population is increasing. Teacher vacancies have ri... Read More about Why don’t we have enough teachers?: A reconsideration of the available evidence.

Reliability of Longitudinal Social Surveys of Access to Higher Education: The Case of Next Steps in England (2019)
Journal Article
Siddiqui, N., Boliver, V., & Gorard, S. (2019). Reliability of Longitudinal Social Surveys of Access to Higher Education: The Case of Next Steps in England. Social Inclusion, 7(1), 80-89. https://doi.org/10.17645/si.v7i1.1631

Longitudinal social surveys are widely used to understand which factors enable or constrain access to higher education. One such data resource is the Next Steps survey comprising an initial sample of 16,122 pupils aged 13–14 attending English state a... Read More about Reliability of Longitudinal Social Surveys of Access to Higher Education: The Case of Next Steps in England.