CEPEO Working Paper Series

From UCL Centre for Education Policy and Equalising Opportunities
Contact information at EDIRC.
Bibliographic data for series maintained by Jake Anders ().

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22-02: Effective teacher professional development: new theory and a meta-analytic test

Sam Sims, Harry Fletcher-Wood, Alison O'Mara-Eves, Sarah Cottingham, Claire Stansfield, Josh Goodrich, Jo Van Herwegen and Jake Anders

22-01: Intergenerational wealth transmission and mobility in Great Britain: what components of wealth matter?

Paul Gregg and Ricky Kanabar

21-11: Educational expectations of UK teenagers and the role of socio-economic status and economic preferences

Silvan Has, Jake Anders, John Jerrim and Nikki Shure

21-10: The effect of embedding foramtive assesment on pupil attainment

Jake Anders, Francesca Foliano, Matt Bursnall, Richard Dorsett, Nathan Anders, Johnny Runge and Stefan Speckesser

21-09: Making good on the ITT Market Review

Sam Sims

21-08: Inequalities in young peoples' educational experiences and wellbeing during the Covid-19 pandemic

Jake Anders, Lindsey Macmillan, Patrick Sturgis and Gill Wyness

21-07: Refugees and the Educational Attainment of Natives

Colin Green and Jon Vaag Iversen

21-06: Intergenerational wealth transmission in Great Britain

Ricky Kanabar and Paul Gregg

21-05: Trends in Intergenerational Home Ownership and Wealth Transmission

Jo Blanden, Andrew Eyles and Stephen Machin

21-04: A review and evaluation of secondary school accountability in England: Statistical strengths, weaknesses, and challenges for 'Progress 8' raised by COVID-19

Lucy Prior, John Jerrim, Dave Thomson and George Leckie

21-03: First-in-their-family students at university: Can non-cognitive skills compensate for social origin?

Rebecca Edwards, Rachael Gibson, Colm Harmon and Stefanie Schurer

21-02: Unequal Learning and Labour Market Losses in the Crisis: Consequences for Social Mobility

Lee Elliot Major, Andrew Eyles and Stephen Machin

21-01: App-based Support for Parental Self-Efficacy in the First 1000 Days: A Randomised Control Trial

Laura Outhwaite

20-16: Quantifying 'promising trials bias' in randomized controlled trials in education

Sam Sims, Jake Anders, Matthew Inglis and Hugues Lortie-Forgues

20-15: How did the early stages of the COVID-19 pandemic affect teacher wellbeing?

Rebecca Allen, John Jerrim and Sam Sims

20-14: Grade Expectations: How well can we predict future grades based on past performance?

Jake Anders, Catherine Dilnot, Lindsey Macmillan and Gill Wyness

20-13: Driven to succeed? Teenagers' drive, ambition and performance on high-stakes examinations

John Jerrim, Nikki Shure and Gill Wyness

20-12: Unemployment: The Coming Storm, Who Gets Hit, Who Gets Hurt, and Policy Remedies

Jake Anders, Andrew Dickerson, Paul Gregg and Lindsey Macmillan

20-11: Intergenerational joblessness across Europe: the role of labour markets, education and welfare generosity

Paul Gregg and Lindsey Macmillan

20-10: Monetary and time investments in children's education: how do they differ in workless households?

Silvan Has, Jake Anders and Nikki Shure

20-09: Conditioning: How background variables can influence PISA scores

Laura Zieger, John Jerrim, Jake Anders and Nikki Shure

20-08: Mothers working during preschool years and child skills. Does income compensate?

Cheti Nicoletti, Kjell G Salvanes and Emma Tominey

20-07: Minority Report: the impact of predicted grades on university admissions of disadvantaged groups

Richard Murphy and Gill Wyness

20-06: Determinants of private school participation: all about the money?

Jake Anders, Francis Green, Morag Henderson and Golo Henseke

20-05: Adolescent School Bullying Victimisation and Later Life Outcomes

Emma Gorman, Colm Harmon, Silvia Mendolia, Anita Staneva and Ian Walker

20-04: Parental inputs and socio-economic gaps in early child development

Lindsey Macmillan and Emma Tominey

20-03: Stay a Little Longer? Teacher Turnover, Retention and Quality in Disadvantaged Schools

Asma Benhenda and Julien Grenet

20-02: New evidence on teachers' working hours in England. An empirical analysis of four datasets

Rebecca Allen, Asma Benhenda, John Jerrim and Sam Sims

20-01: Matching in the Dark? Inequalities in student to degree match

Stuart Campbell, Lindsey Macmillan, Richard Murphy and Gill Wyness