| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| #ElectionEconomics: The Research Evidence on Key Issues for Voters in the 2015 UK General Election |
0 |
0 |
1 |
113 |
2 |
2 |
6 |
283 |
| #GE2019Economists: the research evidence on key issues for voters in the 2019 UK General Election |
0 |
0 |
0 |
9 |
0 |
1 |
6 |
27 |
| Benchmarking London in the PISA rankings |
0 |
0 |
0 |
36 |
1 |
2 |
3 |
106 |
| Deserving poor? Are higher education bursaries going to the right students? |
0 |
0 |
0 |
24 |
2 |
2 |
4 |
62 |
| Does education raise people's productivity or does it just signal their existing ability? |
1 |
6 |
20 |
268 |
7 |
22 |
66 |
728 |
| Driven to Succeed? Teenagers' Drive, Ambition and Performance on High-Stakes Examinations |
0 |
0 |
0 |
42 |
4 |
7 |
11 |
109 |
| Driven to succeed? Teenagers' drive, ambition and performance on high-stakes examinations |
0 |
1 |
3 |
281 |
3 |
8 |
21 |
850 |
| Driven to succeed? Teenagers' drive, ambition and performance on high-stakes examinations |
0 |
0 |
0 |
18 |
2 |
4 |
7 |
71 |
| Economics of higher education |
0 |
0 |
0 |
141 |
0 |
2 |
7 |
159 |
| Education and Skills: The UK Policy Agenda |
0 |
0 |
0 |
27 |
3 |
4 |
8 |
30 |
| Education and skills |
0 |
0 |
0 |
6 |
1 |
2 |
3 |
30 |
| Education in Scotland: performance in a devolved policy area |
0 |
0 |
0 |
46 |
3 |
3 |
6 |
80 |
| Education in a Devolved Scotland: A Quantitative Analysis |
0 |
0 |
0 |
37 |
1 |
5 |
9 |
134 |
| Education in a devolved Scotland: a quantitative analysis |
0 |
0 |
0 |
11 |
0 |
1 |
3 |
50 |
| Fees and loathing: higher education finance and university participation |
0 |
0 |
0 |
45 |
0 |
1 |
2 |
109 |
| Grade Expectations: How well can we predict future grades based on past performance? |
0 |
3 |
15 |
521 |
1 |
22 |
69 |
1,714 |
| Higher education applications and admissions |
0 |
1 |
2 |
119 |
6 |
8 |
26 |
259 |
| Higher education, career opportunities, and intergenerational inequality |
0 |
0 |
0 |
32 |
1 |
2 |
7 |
47 |
| In brief...Mismatched students and universities |
0 |
0 |
0 |
7 |
0 |
1 |
4 |
21 |
| Inequalities in student to course match: evidence from linked administrative data |
0 |
0 |
1 |
12 |
5 |
6 |
11 |
33 |
| Inequalities in student to course match: evidence from linked administrative data |
0 |
0 |
1 |
71 |
1 |
5 |
13 |
300 |
| Inequalities in young peoples' educational experiences and wellbeing during the Covid-19 pandemic |
1 |
3 |
11 |
349 |
8 |
19 |
66 |
1,034 |
| Intergenerational educational mobility and the COVID-19 pandemic |
0 |
0 |
4 |
38 |
5 |
12 |
25 |
131 |
| Is higher education still worth the cost? |
0 |
1 |
4 |
254 |
3 |
8 |
19 |
700 |
| Matching in the Dark? Inequalities in Student to Degree Match |
0 |
0 |
0 |
13 |
0 |
0 |
5 |
32 |
| Matching in the Dark? Inequalities in student to degree match |
1 |
3 |
5 |
159 |
5 |
13 |
24 |
625 |
| Minority Report: the impact of predicted grades on university admissions of disadvantaged groups |
0 |
0 |
8 |
491 |
12 |
40 |
80 |
2,153 |
| Money for nothing: estimating the impact of student aid on participation in Higher Education |
0 |
1 |
1 |
68 |
0 |
2 |
5 |
207 |
| Money for nothing: estimating the impact of student aid on participation in higher education |
0 |
0 |
0 |
17 |
1 |
2 |
5 |
58 |
| Paying for Higher Education |
0 |
0 |
0 |
33 |
1 |
1 |
2 |
89 |
| Policy changes in UK higher education funding, 1963-2009 |
0 |
3 |
10 |
431 |
4 |
11 |
28 |
1,093 |
| Should we abolish GCSEs? |
1 |
23 |
28 |
177 |
8 |
48 |
68 |
515 |
| Student Awareness of Costs and Benefits of Educational Decisions: Effects of an Information Campaign |
1 |
1 |
1 |
95 |
2 |
4 |
9 |
411 |
| Student Awareness of Costs and Benefits of Educational Decisions: Effects of an Information Campaign and Media Exposure |
0 |
0 |
0 |
38 |
0 |
1 |
3 |
52 |
| Student Awareness of Costs and Benefits of Educational Decisions: Effects of an Information Campaign and Media Exposure |
0 |
0 |
0 |
21 |
1 |
4 |
6 |
108 |
| 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 |
0 |
0 |
0 |
27 |
5 |
11 |
14 |
53 |
| Student awareness of the costs and benefits of higher education |
0 |
0 |
0 |
87 |
1 |
2 |
5 |
180 |
| Testing Means-Tested Aid |
0 |
0 |
1 |
14 |
1 |
3 |
7 |
100 |
| Testing Means-Tested Aid |
0 |
0 |
0 |
7 |
5 |
6 |
16 |
79 |
| Testing Means-Tested Aid? |
0 |
0 |
0 |
8 |
4 |
9 |
11 |
47 |
| Testing means-tested aid |
0 |
0 |
0 |
19 |
2 |
3 |
5 |
30 |
| The Impact of Tuition Fees and Support on University Participation in the UK |
0 |
0 |
1 |
495 |
3 |
10 |
23 |
1,773 |
| The end of free college in England |
0 |
0 |
0 |
29 |
0 |
1 |
3 |
77 |
| The end of free college in England: implications for quality, enrolments and equity |
0 |
0 |
0 |
10 |
2 |
6 |
8 |
74 |
| The end of free college in England: implications for quality, enrolments and equity |
0 |
0 |
0 |
15 |
3 |
4 |
5 |
41 |
| The impact of tuition fees and support on university participation in the UK |
0 |
0 |
0 |
182 |
4 |
6 |
15 |
528 |
| Universities and industrial strategy in the UK |
0 |
0 |
0 |
6 |
1 |
3 |
4 |
36 |
| Universities and industrial strategy in the UK: review of evidence and implications for policy |
0 |
0 |
1 |
12 |
0 |
1 |
3 |
28 |
| Who Teaches the Teachers? A RCT of Peer-To-Peer Observation and Feedback in 181 Schools |
0 |
0 |
0 |
21 |
0 |
0 |
2 |
65 |
| Who Teaches the Teachers? A RCT of Peer-to-Peer Observation and Feedback in 181 Schools |
0 |
0 |
0 |
16 |
2 |
6 |
7 |
135 |
| Who Teaches the Teachers? A RCT of Peer-to-Peer Observation and Feedback in 181 Schools |
0 |
0 |
0 |
21 |
3 |
6 |
10 |
70 |
| Who teaches the teachers? A RCT of peer-to-peer observation and feedback in 181 schools |
0 |
0 |
0 |
8 |
3 |
6 |
9 |
77 |
| Who teaches the teachers? A RCT of peer-to-peer observation and feedback in 181 schools |
0 |
0 |
0 |
41 |
0 |
2 |
6 |
142 |
| Total Working Papers |
5 |
46 |
118 |
5,072 |
132 |
360 |
793 |
15,995 |
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