Education Datalab produces independent, cutting-edge research on education policy and practice

Read the latest from our blog

Will more training in moderation of teacher assessment help?

By | October 20th, 2016|

The greatest challenge

By | October 18th, 2016|

Provisional KS4 data 2016: What can we learn from destinations data?

By | October 13th, 2016|

Provisional KS4 data 2016: Grammar schools reporting fantastic Progress 8 scores? Not so fast…

By | October 13th, 2016|

Provisional KS4 data 2016: Superstars and under the bars

By | October 13th, 2016|

Provisional KS4 data 2016: Low take-up of languages will make the government’s 90% EBacc goal hard to achieve

By | October 13th, 2016|

Social mobility opportunity areas: déjà-vu, again?

By | October 5th, 2016|

How should we define KS4 floor standards?

By | October 4th, 2016|

How many poor children do we want to go to grammar school?

By | September 30th, 2016|

Why do pupils with lower prior attainment do better in English than maths at GCSE?

By | September 27th, 2016|

What Progress 8 tells us about how the curriculum has changed in schools

By | September 26th, 2016|

Getting started with FFT data for KS2

By | September 26th, 2016|

How did this year’s Key Stage 2 reading test compare to last year’s?

By | September 19th, 2016|

Progress 8 is too favourable to grammar schools and understates secondary modern achievement

By | September 16th, 2016|

Grammar schools: four key research points

By | September 14th, 2016|