Primary school teachers matter for learning, but may have little impact on attendance
The findings from new research suggest that there are strong teacher effects on attainment in maths and reading at primary, but not necessarily on attendance.
Intersectionality and modern foreign languages at Key Stage 5
We look at the numbers of students studying modern foreign languages at A-Level by gender, ethnicity and disadvantage.
What genetics can (and can’t) tell us about educational inequality
Recent research allows us to ask new questions about how children differ in their educational development and what this does – and does not - mean for schools.
10 key findings about the outcomes of initially high-achieving children from disadvantaged backgrounds
This post brings together some of the “greatest hits” from across the project, highlighting a selection of the findings that stood out most over the course of the research.
The education and labour market outcomes of England’s gifted and talented children
This post outlines the findings from a new paper looking at England's former Gifted and Talented programme. Who was identified as gifted and talented, and what difference did it make to their education and later life?
Prediction accuracy at Key Stage 4
Using predicted grades and results submitted by 740 schools, we explore differences between predicted and actual grades, including variations by subject
Contextualising attainment without Key Stage 2 baselines
We talk you through some new measures in FFT Aspire, designed to make sense of Key Stage 4 attainment in the absence of Key Stage 2 data.
Who might take the new V-Levels?
We look at the routes students are currently taking through post-16 education and what this can tell us about the students who might take V-Levels in the future.
Why designing the Year 8 diagnostic maths test might be harder than you think
We explore the technical and design challenges of creating genuinely useful diagnostic tests.