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.
The transition from primary to secondary for pupils with special educational needs (SEN)
We look at how identification of SEN changes from Year 6 to Year 7, and the types of school that pupils move into.
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.
Outcomes for pupils with low reading attainment at Key Stage 2
Low attainment in Key Stage 2 reading tests does not necessarily lead to poor outcomes at secondary school, but it does increase the chances of poor outcomes.
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?
When early promise meets socio-economic barriers: what the data say about initially high-achieving pupils from poor backgrounds
We explore how many disadvantaged children who shine in primary school go on to convert that promise into strong GCSEs, A-levels and selective university entry.
The inverse intervention law and education, health and care plans
Disadvantaged pupils resident in less deprived local authorities are more likely to have an EHCP than disadvantaged pupils resident in more deprived local authorities
Has gender balance in A-Level physics improved?
We look at whether A-Level physics is becoming more popular with female students.
Why does England lose so many promising young mathematicians from disadvantaged socio-economic backgrounds?
A look at the leaky pipeline for pupils who show potential in maths at age eleven but don't go on to pursue the subject.