The way the 11-plus works in Kent is akin to rolling a loaded dice, we conclude in a new research report [PDF]. We reach this conclusion because of the arbitrariness of who passes the test – coupled with the fact that several parts of the process act together to make disadvantaged children less likely to get in. Among [...]
Global Gaps: Comparing socio-economic gaps in the performance of highly able UK pupils internationally
Today the Sutton Trust have published Global Gaps, a report I produced for them considering gaps in performance between highly able disadvantaged and non-disadvantaged children, using PISA 2015 data Read the full report here [PDF]. A blogpost on some of the findings can be found here.
Education Datalab recently contributed evidence to the Education Select Committee's inquiry into primary assessment. Among the points made by Datalab are that: using assessment for curriculum compliance must be done with care; we need a reliable age five baseline assessment; teacher assessment should not be used in statutory assessment; a simpler floor standard would be fairer and [...]
Education Datalab has today submitted its response to the government’s Schools that work for everyone consultation. The green paper consulted on: the identification of those families who are ‘just about managing’; the contribution which independent schools can make to the state sector; conditions that should be met if existing selective schools are to be allowed [...]
This morning the Social Mobility Commission published our research examining the choice of courses and institution made by students at age 16. We could see there were differences in the choices made by social background, ethnicity and gender of the student and wanted to measure the extent to which these arose through differences in: GCSE [...]