The pupil premium is not working (part III): Can within-classroom inequalities ever be closed?

On Saturday 8th 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 am posting my argument in three parts [pt I is here and pt II is here]. I used …

Continue reading The pupil premium is not working (part III): Can within-classroom inequalities ever be closed?

The pupil premium is not working (part II): Reporting requirements drive short-term, interventionist behaviour

On Saturday 8th 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 am posting my argument in three parts [pt I is here and pt III is here]. Most school expenditure …

Continue reading The pupil premium is not working (part II): Reporting requirements drive short-term, interventionist behaviour

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

On Saturday 8th 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 am posting my argument in three parts [pt II is here and pt III is here]. Every …

Continue reading The pupil premium is not working (part I): Do not measure attainment gaps

What if we cannot measure pupil progress?

Testing and recording what students know and can do in a subject has always been part of our education system, especially in secondary schools where teachers simply cannot hold in their head accurate information about the hundreds of students they encounter each week. However, measuring progress - the change in attainment between two points in …

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How an economist would decide the what, when and how of reception year

Clare Sealy has written an amazing blog post explaining why rising 5s need to learn through a mixture of explicit teaching, whole class collective experiences, and play-based encounters. The early years isn't an area of research for me, but it is a field I spend a lot of time thinking and reading about simply because …

Continue reading How an economist would decide the what, when and how of reception year