| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| "Teaching to Teach" Literacy |
0 |
0 |
0 |
28 |
0 |
0 |
2 |
61 |
| "Teaching to teach" literacy |
0 |
0 |
1 |
66 |
1 |
2 |
8 |
171 |
| #ElectionEconomics: The Research Evidence on Key Issues for Voters in the 2015 UK General Election |
0 |
0 |
2 |
113 |
0 |
0 |
5 |
281 |
| #GE2019Economists: the research evidence on key issues for voters in the 2019 UK General Election |
0 |
0 |
0 |
9 |
1 |
3 |
6 |
27 |
| Absence and attainment: Evidence from pandemic policy |
0 |
0 |
3 |
8 |
0 |
0 |
10 |
13 |
| An Evaluation of “Special Educational Needs” Programmes in England |
0 |
0 |
0 |
91 |
2 |
3 |
3 |
201 |
| Apprenticeships for Young People in England: Is there a Payoff? |
0 |
0 |
0 |
2 |
1 |
4 |
5 |
8 |
| Apprenticeships in England: what do we know? |
0 |
0 |
1 |
18 |
1 |
1 |
4 |
42 |
| Apprenticeships in England: what does research tell us? |
0 |
0 |
1 |
1 |
1 |
1 |
4 |
7 |
| Apprenticeships in England: what does research tell us? |
0 |
0 |
0 |
1 |
1 |
3 |
4 |
7 |
| Big ideas: education |
0 |
0 |
0 |
10 |
0 |
0 |
1 |
49 |
| Changing how literacy is taught: evidence on synthetic phonics |
0 |
0 |
1 |
37 |
0 |
0 |
5 |
98 |
| Children of the Revolution |
0 |
0 |
0 |
1 |
2 |
2 |
3 |
12 |
| Closing the Gap Between Vocational and General Education? Evidence from University Technical Colleges in England |
0 |
0 |
1 |
15 |
0 |
2 |
7 |
29 |
| Closing the Gap Between Vocational and General Education? Evidence from University Technical Colleges in England |
0 |
0 |
1 |
14 |
1 |
3 |
7 |
19 |
| Closing the Gap Between Vocational and General Education? Evidence from University Technical Colleges in England |
0 |
1 |
2 |
11 |
2 |
3 |
4 |
41 |
| Closing the Gap between Vocational and General Education? Evidence from University Technical Colleges in England |
0 |
0 |
0 |
20 |
3 |
3 |
10 |
59 |
| Closing the Gap between Vocational and General Education? Evidence from University Technical Colleges in England |
1 |
1 |
1 |
16 |
2 |
4 |
6 |
47 |
| Costs of just failing high-stakes exams |
0 |
0 |
0 |
40 |
0 |
1 |
4 |
115 |
| Devolving Skills: The case of the Apprenticeship Grant for Employers |
0 |
0 |
0 |
2 |
1 |
1 |
1 |
6 |
| Devolving skills: the case of the Apprenticeship Grant for Employers |
0 |
0 |
0 |
4 |
2 |
4 |
4 |
22 |
| Do Apprenticeships Pay? Evidence for England |
0 |
1 |
1 |
2 |
0 |
2 |
2 |
5 |
| Do Management Practices Matter in Further Education? |
0 |
0 |
0 |
6 |
2 |
2 |
3 |
9 |
| Do Management Practices Matter in Further Education? |
0 |
0 |
0 |
10 |
1 |
3 |
3 |
14 |
| Do Management Practices Matter in Further Education? |
0 |
0 |
0 |
14 |
2 |
2 |
2 |
11 |
| Do apprenticeships pay? Evidence for England |
0 |
0 |
0 |
0 |
0 |
1 |
2 |
4 |
| Do management practices matter in further education? |
0 |
0 |
0 |
10 |
2 |
2 |
2 |
8 |
| Do management practices matter in further education? |
0 |
0 |
0 |
3 |
1 |
2 |
4 |
35 |
| Does Additional Spending Help Urban Schools? An Evaluation Using Boundary Discontinuities |
0 |
0 |
3 |
60 |
2 |
2 |
10 |
173 |
| Does Additional Spending Help Urban Schools? An Evaluation Using Boundary Discontinuities |
0 |
0 |
0 |
47 |
2 |
2 |
4 |
175 |
| Does Additional Spending Help Urban Schools? An Evaluation Using Boundary Discontinuities |
0 |
0 |
0 |
113 |
0 |
0 |
1 |
309 |
| Does Money Matter for Schools? |
0 |
0 |
1 |
78 |
1 |
1 |
4 |
228 |
| Does Money Matter for Schools? |
0 |
0 |
2 |
49 |
0 |
1 |
7 |
210 |
| Does additional spending help urban schools? An evaluation using boundary discontinuities |
0 |
0 |
0 |
1 |
3 |
4 |
5 |
34 |
| Does additional spending help urban schools? An evaluation using boundary discontinuities |
0 |
0 |
0 |
8 |
2 |
2 |
2 |
32 |
| Does additional spending help urban schools? An evaluation using boundary discontinuities |
0 |
0 |
0 |
2 |
1 |
1 |
2 |
30 |
| Does money matter for schools? |
0 |
0 |
0 |
5 |
2 |
2 |
3 |
36 |
| Does school spending matter? |
0 |
0 |
2 |
135 |
0 |
0 |
5 |
162 |
| Education |
0 |
0 |
2 |
10 |
0 |
0 |
6 |
86 |
| Education and Skills: The UK Policy Agenda |
0 |
0 |
0 |
27 |
0 |
1 |
5 |
27 |
| Education and skills |
0 |
0 |
0 |
6 |
1 |
1 |
2 |
29 |
| Education in Scotland: performance in a devolved policy area |
0 |
0 |
0 |
46 |
0 |
0 |
3 |
77 |
| Education in a Devolved Scotland: A Quantitative Analysis |
0 |
0 |
0 |
37 |
4 |
4 |
8 |
133 |
| Education in a devolved Scotland: a quantitative analysis |
0 |
0 |
0 |
11 |
1 |
1 |
3 |
50 |
| Educational Effects of Widening Access to the Academic Track: A Natural Experiment |
0 |
0 |
0 |
79 |
0 |
0 |
1 |
238 |
| Educational Effects of Widening Access to the Academic Track: A Natural Experiment |
0 |
0 |
1 |
47 |
2 |
2 |
5 |
177 |
| Educational effects of widening access to the academic track: a natural experiment |
0 |
0 |
0 |
4 |
0 |
0 |
4 |
53 |
| Entry Through the Narrow Door: The Costs of Just Failing High Stakes Exams |
0 |
0 |
0 |
32 |
1 |
1 |
3 |
75 |
| Entry Through the Narrow Door: The Costs of Just Failing High Stakes Exams |
0 |
0 |
0 |
24 |
3 |
3 |
5 |
378 |
| Entry Through the Narrow Door: The Costs of Just Failing High Stakes Exams |
0 |
0 |
1 |
24 |
1 |
1 |
4 |
50 |
| Entry through the narrow door: the costs of just failing high stakes exams |
0 |
1 |
1 |
2 |
0 |
3 |
6 |
13 |
| Evaluating education policies: the evidence from economic research |
0 |
0 |
1 |
9 |
2 |
3 |
5 |
53 |
| Every Child Matters? An Evaluation of "Special Educational Needs" Programmes in England |
0 |
0 |
1 |
71 |
1 |
3 |
7 |
285 |
| Every child matters? An evaluation of "Special Educational Needs" programmes in England |
0 |
0 |
0 |
0 |
1 |
3 |
3 |
16 |
| Every child matters? An evaluation of "Special Educational Needs" programmes in England |
0 |
0 |
0 |
0 |
0 |
0 |
5 |
13 |
| Excellence in Cities |
0 |
0 |
0 |
7 |
1 |
1 |
2 |
36 |
| Further and higher education |
0 |
0 |
1 |
3 |
0 |
1 |
3 |
9 |
| Gender Differences in Tertiary Education: What Explains STEM Participation? |
0 |
0 |
0 |
32 |
2 |
4 |
8 |
97 |
| Gender and Student Achievement in English Schools |
0 |
0 |
1 |
150 |
3 |
4 |
6 |
510 |
| Gender differences in tertiary education: what explains STEM participation |
0 |
0 |
0 |
15 |
4 |
6 |
7 |
37 |
| Gender differences in tertiary education: what explains STEM participation? |
0 |
0 |
0 |
35 |
2 |
5 |
12 |
83 |
| Gender, achievement, and subject choice in English education |
0 |
1 |
1 |
7 |
0 |
2 |
8 |
24 |
| Higher education and the labour market |
0 |
0 |
0 |
30 |
0 |
0 |
2 |
73 |
| How to build a citizen |
1 |
1 |
7 |
9 |
5 |
7 |
21 |
28 |
| Immigration and vocational training: Evidence from England |
0 |
0 |
8 |
28 |
0 |
0 |
16 |
29 |
| Improving literacy through teaching assistants |
0 |
0 |
1 |
26 |
2 |
2 |
4 |
39 |
| In Brief: Are the top universities worth paying for? |
0 |
0 |
0 |
5 |
0 |
0 |
0 |
20 |
| In Brief: Every child matters? |
0 |
0 |
0 |
9 |
0 |
0 |
0 |
102 |
| In brief... Making a difference in education |
0 |
1 |
1 |
20 |
0 |
3 |
3 |
47 |
| In brief...Career opportunities |
0 |
0 |
0 |
4 |
0 |
0 |
0 |
13 |
| In brief: A Swedish model for UK schools? |
0 |
0 |
0 |
14 |
0 |
1 |
1 |
47 |
| In brief: Language barriers? The impact of non-native English speakers in the classroom |
1 |
1 |
3 |
106 |
3 |
3 |
7 |
464 |
| In brief: Urban schools: does money make a difference? |
0 |
0 |
0 |
139 |
2 |
3 |
5 |
255 |
| Investing in People: The Case for Human Capital Tax Credits |
0 |
0 |
1 |
6 |
3 |
5 |
9 |
20 |
| Investing in People: The Case for Human Capital Tax Credits |
0 |
0 |
0 |
0 |
1 |
1 |
3 |
16 |
| Investing in People: The Case for Human Capital Tax Credits |
0 |
0 |
0 |
103 |
1 |
3 |
5 |
224 |
| Is there a payoff to apprenticeships for young people? |
0 |
0 |
0 |
12 |
1 |
1 |
2 |
38 |
| Mental Health and Education Decisions |
0 |
1 |
1 |
29 |
0 |
1 |
4 |
167 |
| Mental Health and Education Decisions |
0 |
0 |
1 |
55 |
1 |
3 |
8 |
167 |
| New Technology in Schools: Is There a Payoff? |
0 |
0 |
0 |
85 |
1 |
4 |
5 |
399 |
| New Technology in Schools: Is There a Payoff? |
0 |
0 |
0 |
149 |
1 |
1 |
5 |
676 |
| New Technology in Schools: is there a Payoff? |
0 |
0 |
0 |
8 |
3 |
5 |
6 |
62 |
| New technology in schools: is there a payoff? |
0 |
0 |
0 |
10 |
3 |
4 |
7 |
102 |
| Non-Native Speakers Of English In The Classroom: What Are The Effects On Pupil Performance? |
0 |
0 |
0 |
73 |
0 |
2 |
6 |
480 |
| Non-Native Speakers of English in the Classroom: What Are the Effects on Pupil Performance? |
0 |
0 |
0 |
33 |
1 |
2 |
5 |
166 |
| Nursery attendance and children's outcomes |
0 |
0 |
0 |
32 |
1 |
1 |
2 |
89 |
| Overview: The pandemic, pupil attendance and achievement |
0 |
0 |
2 |
3 |
1 |
4 |
10 |
13 |
| Post-16 educational choices in England |
0 |
0 |
0 |
47 |
2 |
2 |
2 |
90 |
| Post-18 education – who is taking the different routes and how much do they earn? |
2 |
3 |
4 |
16 |
4 |
6 |
12 |
39 |
| Post-compulsory education in England: choices and implications |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
5 |
| Post-compulsory education in England: choices and implications |
0 |
0 |
0 |
33 |
0 |
3 |
6 |
50 |
| Primary academies in England |
0 |
0 |
0 |
49 |
0 |
2 |
5 |
95 |
| Pupil absence and the pandemic |
0 |
0 |
1 |
1 |
1 |
4 |
7 |
8 |
| Quality in early years settings and children’s school achievement |
0 |
0 |
0 |
78 |
0 |
0 |
2 |
157 |
| Resources and Standards in Urban Schools |
0 |
0 |
0 |
75 |
3 |
3 |
5 |
336 |
| Resources and Standards in Urban Schools |
0 |
0 |
0 |
53 |
1 |
3 |
6 |
339 |
| Resources and standards in urban schools |
0 |
0 |
0 |
8 |
0 |
0 |
4 |
69 |
| School qualifications and youth custody |
0 |
0 |
1 |
11 |
0 |
1 |
6 |
26 |
| School qualifications and youth custody |
0 |
0 |
0 |
2 |
1 |
1 |
4 |
10 |
| Schools |
0 |
0 |
0 |
3 |
2 |
4 |
5 |
7 |
| Schools: The Evidence on Academies, Resources and Pupil Performance |
0 |
0 |
1 |
42 |
1 |
1 |
4 |
55 |
| Student Awareness of Costs and Benefits of Educational Decisions: Effects of an Information Campaign |
0 |
0 |
0 |
94 |
2 |
2 |
7 |
409 |
| Student Awareness of Costs and Benefits of Educational Decisions: Effects of an Information Campaign and Media Exposure |
0 |
0 |
0 |
38 |
1 |
1 |
3 |
52 |
| Student Awareness of Costs and Benefits of Educational Decisions: Effects of an Information Campaign and Media Exposure |
0 |
0 |
0 |
4 |
0 |
0 |
3 |
50 |
| Student Awareness of Costs and Benefits of Educational Decisions: Effects of an Information Campaign and Media Exposure |
0 |
0 |
0 |
21 |
3 |
3 |
5 |
107 |
| Student awareness of costs and benefits of educational decisions: effects of an information campaign |
0 |
0 |
1 |
27 |
4 |
6 |
10 |
48 |
| Student awareness of the costs and benefits of higher education |
0 |
0 |
0 |
87 |
1 |
1 |
4 |
179 |
| Teaching assistants, computers and classroom management |
0 |
0 |
0 |
2 |
3 |
4 |
5 |
14 |
| Teaching assistants, computers and classroom management: evidence from a randomised control trial |
0 |
0 |
0 |
16 |
0 |
0 |
1 |
39 |
| Teaching assistants, computers and classroom management: evidence from a randomised control trial |
0 |
0 |
0 |
78 |
1 |
2 |
6 |
780 |
| The Effect of Tracking Students by Ability into Different Schools: A Natural Experiment |
0 |
0 |
0 |
0 |
1 |
3 |
5 |
17 |
| The Effect of Tracking Students by Ability into Different Schools: A Natural Experiment |
0 |
0 |
0 |
0 |
0 |
0 |
2 |
3 |
| The Effect of Tracking Students by Ability into Different Schools: A Natural Experiment |
0 |
0 |
0 |
0 |
2 |
2 |
4 |
9 |
| The Effect of Tracking Students by Ability into Different Schools: A Natural Experiment |
0 |
0 |
0 |
55 |
2 |
2 |
2 |
238 |
| The Effect of Tracking Students by Ability into Different Schools: a Natural Experiment |
0 |
0 |
0 |
44 |
1 |
3 |
4 |
177 |
| The Effects of College Capital Projects on Student Outcome |
0 |
0 |
0 |
6 |
1 |
3 |
4 |
21 |
| The Effects of Resources Across School Phases: A Summary of Recent Evidence |
0 |
0 |
4 |
108 |
2 |
3 |
12 |
228 |
| The Evaluation of English Education Policies |
0 |
0 |
0 |
104 |
0 |
0 |
2 |
223 |
| The Literacy Hour |
0 |
0 |
0 |
170 |
1 |
1 |
2 |
1,027 |
| The Literacy Hour |
0 |
0 |
0 |
51 |
0 |
3 |
7 |
340 |
| The Literacy Hour |
0 |
0 |
0 |
83 |
3 |
3 |
9 |
1,176 |
| The Making of Civic Virtues: A School-Based Experiment in Three Countries |
0 |
0 |
0 |
0 |
1 |
3 |
5 |
5 |
| The Making of Civic Virtues: A School-Based Experiment in Three Countries |
0 |
1 |
1 |
42 |
2 |
4 |
9 |
64 |
| The Making of Civic Virtues: A School-Based Experiment in Three Countries |
0 |
0 |
0 |
0 |
1 |
1 |
4 |
4 |
| The Making of Civic Virtues: A School-Based Experiment in Three Countries |
0 |
0 |
0 |
0 |
0 |
0 |
5 |
7 |
| The Making of Civic Virtues: A School-Based Experiment in Three Countries |
0 |
0 |
0 |
0 |
7 |
8 |
9 |
9 |
| The Making of Civic Virtues: A School-Based Experiment in Three Countries |
0 |
1 |
13 |
13 |
1 |
3 |
14 |
14 |
| The Recent Evolution of Apprenticeships: participation and pathways |
0 |
0 |
1 |
2 |
4 |
5 |
8 |
11 |
| The effects of college capital projects on student outcomes |
0 |
0 |
1 |
4 |
3 |
4 |
6 |
12 |
| The making of civic virtues: a school-based experiment in three countries |
1 |
1 |
1 |
25 |
2 |
3 |
7 |
65 |
| The recent evolution of apprenticeships |
0 |
0 |
0 |
2 |
0 |
0 |
0 |
0 |
| Unexpected school reform: academisation of primary schools in England |
0 |
0 |
1 |
41 |
1 |
2 |
5 |
143 |
| Unexpected school reform: academisation of primaryschools in England |
0 |
0 |
0 |
24 |
1 |
2 |
4 |
49 |
| Universal Pre-School Education: The Case of Public Funding with Private Provision |
1 |
1 |
1 |
43 |
2 |
3 |
5 |
146 |
| Universal pre-school education: the case of publicfunding with private provision |
0 |
0 |
0 |
20 |
2 |
2 |
6 |
53 |
| University Quality and Graduate Wages in the UK |
0 |
0 |
0 |
113 |
1 |
1 |
4 |
380 |
| University Quality and Graduate Wages in the UK |
0 |
0 |
0 |
46 |
0 |
2 |
4 |
198 |
| University quality and graduate wages in the UK |
0 |
0 |
0 |
9 |
0 |
1 |
1 |
68 |
| Vive la Revolution! Long term returns of 1968 to the angry students |
0 |
0 |
0 |
38 |
3 |
5 |
7 |
275 |
| Vive la Révolution! Long Term Returns of 1968 to the Angry Students |
0 |
0 |
0 |
57 |
0 |
2 |
5 |
351 |
| Vive la Révolution ! Long Term Returns of 1968 to the Angry Students |
0 |
0 |
0 |
0 |
3 |
3 |
5 |
23 |
| Vive la Révolution ! Long Term Returns of 1968 to the Angry Students |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
40 |
| Vive la Révolution! Long Term Returns of 1968 to the Angry Students |
0 |
0 |
1 |
151 |
1 |
1 |
2 |
8,096 |
| Vive la revolution! Long term returns of 1968 to the angry students |
0 |
0 |
0 |
6 |
4 |
4 |
5 |
80 |
| in brief... Children's reading: evaluating a new teaching method |
0 |
0 |
0 |
74 |
1 |
1 |
3 |
241 |
| “Teaching to teach” literacy |
0 |
0 |
0 |
17 |
0 |
0 |
0 |
44 |
| Total Working Papers |
7 |
16 |
90 |
4,850 |
184 |
306 |
710 |
25,876 |
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