Publications

Jerrim, J., Sims, S. and Allen, R. (2023). How did the COVID-19 pandemic affect the anxiety of teachers at work? Educational Review, Forthcoming.

Jerrim, J., Allen, R. and Sims, S. (2022). High stakes assessments in primary schools and teachers’ anxiety about work. Working paper available at: https://edarxiv.org/5hcva/.

Sims, S., Jerrim, J., Taylor, H. and Allen, R. (2022). Is teaching bad for your health? New evidence from biomarker data, Oxford Review of Education, 48(1), 28-45.

Allen, R., Evans, M. and White, B. (2021). The next big thing in school improvement. Woodbridge: John Catt Educational Ltd. Available on Amazon.

Hobbiss, M., Sims, S. and Allen, R. (2021). Habit formation limits growth in teacher effectiveness: A review of converging evidence from neuroscience and social science, Review of Education, 9(1), 3-23.

von Stumm, S., Smith-Woolley, E., Cheesman, R., Pingault, J.-B., Asbury, K., Dale, P., Allen, R., Kovas, Y. and Plomin, R. (2021). School quality ratings are weak predictors of students’ achievement and well-being, Journal of Child Psychology and Psychiatry, 62(3), 339-348.

Allen, R., Benhenda, A., Jerrim, J. and Sims, S. (2021). New evidence on teachers’ working hours in England. An empirical analysis of four datasets, Research Papers in Education, 36(6), 657-681.

Jerrim, J., Sims, S., Taylor, H. and Allen, R. (2020). How does the mental health and wellbeing of teachers compare to other professions? Evidence from eleven survey datasets, Review of Education, 8(3), 659-689.

Allen, R. (2019). Improving teachers’ instructional practice: Critically important, but incredibly hard to do, in Scutt, C. and Harrison, S. (eds) Teacher CPD: International trends, opportunities and challenges, London: Chartered College of Teaching.

Greaves, E., Belfield, C. and Allen, R. (2019). Do trainee teachers harm pupil attainment? Isolating the effect of pre-service teachers on contemporaneous pupil performance in ‘high-stakes’ tests, British Education Research Journal, 45(3), 458-482.

Rimfeld, K., Malanchini, M., Hannigan, L.J., Dale, P.S., Allen, R., Hart, S.A. and Plomin, R. (2019). Teacher assessments during compulsory education are as reliable, stable and heritable as standardized test scores, Journal of Child Psychology and Psychiatry, 60 (12), 1278-1288.

Allen, R. and Teacher Workload Advisory Group (2018). Making data work. Report of the teacher workload advisory group, London: Department for Education. Available for download.

Allen, R. and Higham, R. (2018). Quasi-markets, school diversity and social selection: Analysing the case of free schools in England, five years on, London Review of Education, 16 (2), 191-213.

Allen, R. and Sims, S. (2018). The Teacher Gap, London: Routledge. Available on Amazon here.

Allen, R., Jerrim, J., Parameshwaran, M. and Thomson, D. (2018). Properties of commercial tests in the EEF database, EEF research paper 001 (February 2018).

Allen, R. and Sims, S. (2018). Do pupils from low-income families get low-quality teachers? Indirect evidence from English schools. Oxford Review of Education 44 (4), 441-458. [Earlier SMF briefing paper here.]

Smith-Woolley, E., Pingault, J-B., Selzam, S., Rimfeld, K., Krapohl, E., von Stumm, S., Asbury, K., Dale, P., Young, T., Allen, R., Kovas, Y. and Plomin, R. (2018). Differences in exam performance between pupils attending selective and non-selective schools mirror the genetic differences between them. npj Science of Learning, 3(1), 3.

Sims, S. and Allen, R. (2018). Identifying schools with high usage and high loss of newly qualified teachers. National Institute Economic Review, 243 (1), R27-R36.

Allen, R., Burgess, S. and Mayo, J. (2018). The teacher labour market, teacher turnover and disadvantaged schools: new evidence for England, Education Economics, 26(1), 4-23.

Anders, J., Brown, C., Ehren, M., Greany, T., Nelson, R., Heal, J., Groot, B., Sanders, M. and Allen, R. (2017). Evaluation of Complex Whole-School Interventions: Methodological and Practical Considerations, EEF research report.

Allen, R. and Bartley, J. (2017). The Role of the Eleven-Plus Test Papers and Appeals in Producing Social Inequalities in Access to Grammar Schools, National Institute Economic Review, 240(1), R30 – R41.

Allen, R. and Allnutt, J. (2017). The impact of Teach First on pupil attainment at age 16, British Educational Research Journal, 43(4), 627-646. [An earlier version of the analysis is available here: DoQSS working paper No. 13/11.]

Allen, R., Parameshwaran, M., Thompson, D., Treadaway, M., Sims, S. (2017). Evaluation of subject excellence clusters, DfE research report RR-511.

Allen, R., Parameshwaran, M. and Thomson, D. (2016). Social and ethnic inequalities in choice available and choices made at 16, Report for the Government’s Social Mobility Commission.

Allen, R. and Thomson, D. (2016). Options for setting the grade 9 boundary, A research note for Ofqual (16/5940).

Allen, R. and Thomson, D. (2016). Changing the subject: How are the EBacc and Attainment 8 reforms changing results?, Report for the Sutton Trust.

Allen, R., Belfield, C., Greaves, E., Sharp, C. and Walker, M. (2016). The longer-term costs and benefits of different initial teacher training routes. IFS report R118.

Allen, R., Parameshwaran, M. and Nye, P. (2016). The careers of Teach First Ambassadors who remain in teaching: job choices, promotion and school quality. Report to Teach First by Education Datalab.

Allen, R., Bibby, D., Parameshwaran, M. and Nye, P. (2016). Linking ITT and workforce data: Initial Teacher Training Performance Profiles and School Workforce Census. NCTL Research report July 2016.

Allen, R. and Parameshwaran, M. (2016). Caught Out: Primary schools, catchment areas and social selection, Report for the Sutton Trust.

Allen, R. and Parameshwaran, M. (2016). Missing talent, Report for the Sutton Trust.

Allen, R., Thomson, D. and Treadaway (2015). Floors, tables and coasters: Shifting the education furniture in England’s secondary schools, Education Datalab Report November 2015.

Allen, R. (2015). Education Policy (An analysis of the economic record of the Coalition Government), National Institute Economic Review, No. 231 (R36-R43).

Green, F., Allen, R. and Jenkins, A. (2015). Are free schools socially selective? A quantitative analysis. British Educational Research Journal, 41(6) 907-924.

Allen, R., Burgess, S., Davidson, R. and Windmeijer, F. (2015). More Reliable Inference for the Dissimilarity Index of Segregation, The Econometrics Journal, 18(1) 40-66.

Allen, R. and Vignoles, A. (2015). Can school competition improve standards? The case of faith schools in England, Empirical Economics, 50(3) 959-973. [An earlier draft is available here: DoQSS Working Paper No. 09/04]

Allen, R., Treadaway, M. and Thomson (2015). Seven things you might not know about our schools, Education Datalab Report March 2015.

Micklewright, J., Jerrim, J., Vignoles, A., Jenkins, A., Allen, R., Ilie, S., Bellarbre, E., Barrera, F. and Hein, C. (2014). Teachers in England’s Secondary Schools: Evidence from TALIS 2013, DfE Research Report RR302.

Allen, R., Burgess, S. and McKenna, L. (2014). School performance and parental choice of school: secondary data analysis, Department for Education Research Report DfE-RR310.

Allen, R., Belfield, C., Greaves, E., Sharp, C. and Walker, M. (2014). The Costs and Benefits of Different Initial Teacher Training Routes, Institute for Fiscal Studies Research Report R100.

Allen, R. and Rawal, S. (2013). The demography of school leadership, in Earley, P. (ed) Exploring the school leadership landscape: Changing demands, changing realities, London: Bloomsbury. [An earlier version is available here.]

Allen, R. (2013). Fair access: Making school choice and admissions work for all, in Clifton, J. (ed) Excellence and equity: Tackling educational disadvantage in England’s secondary schools, London: Institute for Public Policy Research. Available here.

Allen, R. and Burgess, S. (2013). Evaluating the provision of school performance information for school choice, Economics of Education Review, 34 (June 2013) pp.175-190. [An earlier version of this research is available here: CMPO working paper No. 10/241.]

Allen, R., Burgess, S. and McKenna, L. (2013). The short-run impact of using lotteries for school admissions: early results from Brighton and Hove’s reforms, Transactions of the Institute of British Geographers, 38(1) pp.149-166. [Early version of research available here: CMPO working paper No. 10/244.]

Allen, R. (2013). What can we learn from Sweden’s free school reforms? Evidence from quantitative studies of impact on pupil attainment, in Almqvist, K. and Linklater, A. (eds) Images of Sweden II (pp.49-57), Stockholm: Axel and Margaret Ax:son Johnson Foundation. [A shorter version appeared in 2010 in CMPO Bulletin, Issue 10, pp. 4-7.]

Allen, R. (2013). Measuring foundation school effectiveness using English administrative data, survey data and a regression discontinuity design, Education Economics, 21(5) pp.431-446. [Early version of research is available here: DoQSS Working Paper No. 10/02.]

Hein, C. and Allen, R. (2013). Teacher quality in sub-Saharan Africa: Pupil fixed effects estimates for twelve countries, DoQSS working paper No. 13/08.

Allen, R., Coldron, J. and West, A. (2012). The effect of changes in published secondary school admissions on social composition, Journal of Education Policy, 27(3) pp.349-366. [This article is based on work from this Department for Education project: DfE Research Report RR038.]

Allen, R. and Burgess, S. (2012). How should we treat under-performing schools? A regression discontinuity analysis of school inspections in England, CMPO working paper No. 12/87.

Allen, R., Burgess, S., Rasul, I. and McKenna, L. (2012). Understanding school financial decisions, Department for Education Research Report DFE-RR183.

Allen, R. (2011). The economics of education, in B. Dufour and W. Curtis (eds) Studying education: An introduction to the key disciplines in education studies, UK: Open University Press. [Available on Amazon].

Grubb, W.N. and Allen, R. (2011). Rethinking school funding, resources, incentives, and outcomes, Journal of Educational Change, 12(1), 121-130.

Allen, R. and Burgess, S. (2011). Can school league tables help parents choose schools? Fiscal Studies, 32(2), 245-261.

Allen, R. and West, A. (2011). Why do faith secondary schools have advantaged intakes? The relative importance of neighbourhood characteristics, social background and religious identification amongst parents, British Educational Research Journal, 37(4), 691-712.

Singleton, A.D., Longley, P.A., Allen, R. and O’Brien, O. (2011). Estimating secondary school catchment areas and the spatial equity of access, Computers, Environment and Urban Systems, 35(3), 241-249.

Allen, R. and Burgess, S. (2010). The future of competition and accountability in education, 2020 Public Services Trust at the RSA report.

Allen, R., Burgess, S. and Key, T. (2010). Choosing secondary schools by moving house: school quality and the formation of neighbourhoods, CMPO working paper No. 10/238.

Allen, R. and West, A. (2009). Religious schools in London: school admissions, religious composition and selectivity, Oxford Review of Education, 35(4), 471-494.

Allen, R. and West, A. (2009). Response to Grace’s reflections on Allen and West’s paper, Oxford Review of Education, 35(4), 505-507.

Allen, R. and West, A. (2008). Diversity of school provision: faith schools, memorandum submitted to the House of Commons select committee on children, schools and families, London: H.M.S.O.

Allen, R. (2008). Choice-based secondary school admissions in England: Social stratification and the distribution of educational outcomes, PhD Thesis.

Allen, R. and Vignoles, A. (2007). What should an index of school segregation measure?, Oxford Review of Education, 33(5), 643-668.

Allen, R. (2007). Allocating pupils to their nearest school: the consequences for ability and social stratification, Urban Studies, 44(4), 751-770.

Allen, R. and Vignoles, A. (2007). Market incentives in schools, in Frank Coffield and Richard Steer (eds) Public sector reform: principles for improving the education system, London: Institute of Education.

Levačić, R., Jenkins, A., Vignoles, A., Steele, F. and Allen, R. (2005). Estimating the relationship between school resources and pupil attainment at Key Stage 3, DfES Research Report No. 679.

Duthilleul, Y. and Allen, R. (2005). Which teachers make a difference? Implications for policy makers in SACMEQ countries, IIEP discussion paper (available on request).