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In this new study, which is a collaboration between Professor Urwin at the University of Westminster and Dave Thomson from FFT Education Datalab, we investigate the most effective educational pathways to Level 2 (equivalent to GCSE) and Level 3 (equivalent to A-Level) achievement, for learners with a 3 or below in Maths and/or English GCSE in Year 11.
This study of educational and labour market outcomes uses DfE Longitudinal Education Outcomes (LEO) data, to identify effective post-16 education pathways to Level 2 and Level 3 achievement. By doing this, we will provide valuable evidence on what works for young people with an identified Special Educational Need (SEN) in the post-16 environment. The study will also attempt to unravel the impacts that reforms, such as those stemming from the Wolf Review, have had on specific groups of learners who face disadvantage.
Learn more on the FFT Education Datalab website and https://www.nuffieldfoundation.org/project/post-16-labour-market-lower-attaining-ks4
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Skilled Managers – Productive Workplaces (SMPW) is an ESRC-funded study, awarded under the Transforming Productivity, Management Practices and Employee Engagement call. SMPW focuses on the evaluation of impacts from an online training intervention that provides managers with the skills they need to handle complex and difficult workplace issues; exploring how the training intervention changes managers’ practice, the quality of their relationships with staff, and evaluating whether this translates into improved performance. The project engages with a variety of UK-based organisations expressing interest in the research, to implement a group-randomised trial (GRT) that randomly allocates managers in some workplace units to receive an online training ‘treatment’ and other units to a ‘business as usual’ control. We are currently moving from the development stage, where a new online training intervention has been widely trialled with managers, to the evaluation stage.
The project is led by the University of Westminster and University of Sheffield, in partnership with the Advisory, Conciliation and Arbitration Service (Acas). Please visit Skilled Managers – Productive Workplaces for more details and see the PrOPEL website for events such as Master Classes, PrOPEL blog series and other activities.
You may also be interested in research commissioned by Acas, Estimating the costs of workplace conflict produced by Prof. Urwin and Prof. Richard Saundry who has developed the SMPW training intervention.
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The project brings together a consortium of leading organisations in the field of education research to evaluate the National Tutoring Programme: Tuition Partners (TP). The programme, implemented by the UK government in response to the Covid-19 pandemic, is designed to provide additional support to schools to supplement classroom teaching, through subsidised, high-quality tutoring targeted to disadvantaged pupils.
The evaluation of the TP programme aims to quantify the impact of tutoring on both primary and secondary pupils’ maths and literacy attainments outcomes using a quasi-experimental design. The evaluation will also look at how any impact found varies by school and pupil characteristics and model of tutoring. Evidence will inform the roll-out of the intervention in the coming years.
Learn more on EEF webpage on TP.
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This project uses linked Census data (the ONS Longitudinal Study) to study sub-national social class mobility in England and Wales, building on previous CER work which has used this data to document trends in social mobility at the national level.
In this research, we ask whether some parts of the country are more socially mobile than others: is London the only stepladder to upward mobility, or can those from less advantaged backgrounds also find success in cities like Bristol, Manchester, Birmingham, and Newcastle? Have regional differences in social mobility been stable over time, or have some regions witnessed increasing or declining rates of mobility? In addition to assessing the extent of regional variation in social mobility in Britain, we also consider how the change from a predominantly selective to a comprehensive system of education during the 1960s and 1970s affected social mobility.
Buscha, F., Gorman, E., & Sturgis, P. (2021). Spatial and social mobility in England and Wales: A sub‐national analysis of differences and trends over time. The British Journal of Sociology. https://onlinelibrary.wiley.com/doi/full/10.1111/1468-4446.12885
Buscha, F., Gorman, E., & Sturgis, P. (2021). Selective Schooling Has Not Promoted Social Mobility in England (No. 14640). IZA Discussion Paper. https://ftp.iza.org/dp14640.pdf
Buscha, F., & Sturgis, P. (2018). Declining social mobility? Evidence from five linked censuses in England and Wales 1971–2011. The British Journal of Sociology, 69(1), 154-182.
Sturgis, P., & Buscha, F. (2015). Increasing inter‐generational social mobility: is educational expansion the answer?. The British Journal of Sociology, 66(3), 512-533.
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This project will provide quantitative evidence on which young people are imprisoned, the school experiences that increase the risk of imprisonment and the impact prison has on subsequent labour market outcomes. The research will use the Longitudinal Educational Outcomes (LEO) dataset, which links education and tax records to observe nearly all young people in England from school to early adulthood. It provides information on background characteristics (e.g. gender, ethnic group, location, disadvantaged status), school experience (e.g. attainment, absences and exclusions, PRU/AP referral, special educational needs) and detailed month-by-month activity status post-16, including months where an individual is in custody. The size of the LEO dataset makes it possible to observe subgroups within the population that are too small to consider using survey data.
Learn more on the Nuffield Foundation project page.
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This project forms part of the ESCoE programme of research. We assess the potential for HM Revenue and Custom’s PAYE RTI (Real Time Information) data to provide new statistics, particularly on labour market flows. We also use Labour Force Survey (LFS) data to examine the impact of the COVID-19 pandemic on self-employment and on local labour markets, where we also supplement the analysis with online job vacancy data. We conduct a case study of the creative workforce, since research suggests this has been badly impacted by COVID-19. Assessing the scale of this impact will help inform policymakers with regard to the potential targeting of support measures for this sector.
Learn more on the ESCoE project page.
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