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The first criticism of Ms Greening was that she was insufficiently radical in pursuing structural reform — more academies, free schools and grammar schools. Research by the LSE, the Education Policy Inst... Read more...
14 January 2018
A 2015 study by Stanford University’s Nicholas Bloom and others on management practices across 1,800 high schools in eight countries, including India, showed that better management produced better educat... Read more...
05 October 2017
A growing body of research shows the role that school leaders play at influencing student outcomes. After studying headmasters in India and abroad, Stanford University Professor Nick Bloom and his colleag... Read more...
04 October 2017
Editorial The reforms are good ones, but the reformers have their priorities wrong. For too long ministers have focused on the country’s highest-achieving pupils. They should now pay attention to ever... Read more...
24 August 2017
The Education Policy Institute (EPI) has published a new paper examining the impact of academies on educational outcomes. The comprehensive report brings together EPI’s own analysis, along with research ... Read more...
19 July 2017
Article by Sandra McNally It is well known and acknowledged in the government’s Industrial Strategy that Britain has a skills problem: ‘We have a shortage of technical-level skills and rank 16th... Read more...
17 May 2017
Andrew Eyles, Stephen Machin and Olmo Silva Accepted manuscript online: 27 May 2017 DOI: 10.1111/j.1475-5890.2017.12146 ... Read more...
14 May 2017
Claudia Hupkau, Sandra McNally, Jenifer Ruiz-Valenzuela and Guglielmo Ventura DOI: 10.1177/002795011724000113 Related publications Post-Compulsory Education in England: Choices and Implications Claudi... Read more...
12 May 2017
Article by Sandra McNally and Stephen Gorard. The level of funding going into schools is at record levels. Prime Minister Theresa May in an interview with Andrew Marr on the BBC on April 30, 2017. As she hit t... Read more...
04 May 2017
A 2015 London School of Economics study that looked at over 140,000 students across a decade found that when phones were removed from the classroom, test scores went up 6 percent. For students with special nee... Read more...
18 December 2016
Article by Andrew Eyles and Stephen Machin Increasing the quality and quantity of an individual’s education is seen by many as a panacea to many social ills: stagnating wages, increases in inequality,... Read more...
14 December 2016
WE were told that the drive to convert schools into academies would boost choice, results and quality. However, a new study by the London School of Economics casts doubt on the Government’s determinat... Read more...
22 November 2016
The conversion of primary schools into academies has not boosted pupils' performance, according to research. All primary and secondary schools in England were given permission to be run independently of lo... Read more...
21 November 2016
NEW research shows the conversion of primary schools into academies has not boosted pupils' performance. All primary and secondary schools in England were given permission to be run independently o... Read more...
Pupils in primary academies do no better in key stage 2 tests than comparable local authority schools, study finds Researchers from the Centre for Economic Performance at the London School of Ec... Read more...
Pupils at early conversters to academy status did not outperform children at schools that converted later, according to LSE research. “The results cast doubt on whether further expansion of the academ... Read more...
Pupils make substantially more progress in literacy if they follow a pen-and-paper course than if they take a similar programme online, new research has found. Researchers working with pupils in 51 primary schools found ... Read more...
28 October 2016
This finding is mirrored at least in part by a study of sponsored academies established under the previous Labour government, conducted by the London School of Economics, which argues that the impact of conversion should... Read more...
22 July 2016
Yesterday the Education Policy Institute, in partnership with the Sutton Trust, hosted the 'Academies: 15 years on summit'. This was an opportunity for researchers, policy makers and system leaders to come together and c... Read more...
13 July 2016
New research has found ''no evidence'' that academy status leads to better grades for pupils at schools rated good or satisfactory. The study, by the London School of Economics and the Education Policy Institute (EPI)... Read more...
12 July 2016
There's no doubt that smartphones have remarkable capabilities which, in theory, could promote student learning. But the truth is that kids - in spite of the best efforts of parents and teachers - use their phones prima... Read more...
12 April 2016
THERE'S plenty to be said for life as a primary school teacher: ... A study by the London School of Economics found male students were more ... This article was published by The Herald Sun (Australia) on August 16, 20... Read more...
16 August 2015
More evidence of the success of the academy schools programme was published yesterday. A new paper by Andrew Eyles and Stephen Machin at the Centre for Economic Performance at the LSE finds that ''the first round of acad... Read more...
14 August 2015
There are now more than 1.1 million children in our schools whose first language ''is known or believed to be other than English'' according to the latest government figures. ... Chinese students are our highest performi... Read more...
01 July 2014
Meanwhile, justification for rapid academisation is scant. A 2009 report by LSE academics Stephen Machin and Joan Wilson signals there was little proof that New Labour's academies raised the attainment of poorer students... Read more...
14 May 2014