About Rebecca Allen

Rebecca Allen is Director of Education Datalab and an expert in the analysis of large scale administrative and survey datasets, including the National Pupil Database and School Workforce Census. Her research explores the impact of government reforms on school behaviour, with a particular focus on accountability and teacher labour markets. She is currently on leave from her academic post as Reader in Economics of Education at UCL Institute of Education.

Assessing the use and misuse of Newly Qualified Teachers

Last Thursday at the Festival of Education, Sam Sims and I presented new research from our forthcoming book, The Teacher Gap, on the small number of schools that appear to be knowingly running a recruit-burnout-replace staffing model. The talk was written up by Schools Week and you can read the whole story of these teachers [...]

By | June 29th, 2017|Teacher careers|

What does North Yorkshire tell us about how reliable the 11-plus is?

Congratulations! You’ve passed your 11-plus. How confident do you feel that you would have passed if you had sat a slightly different test on a different day of the week? In our recent analysis of the Kent 11-plus we expressed concern that the issue of who passes is incredibly sensitive to slight variation in candidate [...]

By | May 26th, 2017|Admissions|

How many language teachers would we need to reach the Conservatives’ 75% EBacc target?

The Conservatives’ manifesto has revised the party’s commitment to require all students to study the English Baccalaureate subjects at Key Stage 4. It now has a more modest proposal that 75% of students should study the EBacc by the end of the next parliament [PDF]. To be considered to have entered the EBacc a child [...]

Kent 11-plus, part 5: Headteacher panels are not helping disadvantaged children as much as we might expect

This is part of a series of posts from Datalab on how the 11-plus works in practice in Kent. Find the other posts in the series here. Headteacher panels form an important part of the Kent 11-plus process, but as we have seen, there is a question mark over whether they are better at identifying [...]

By | May 5th, 2017|Admissions|

Kent 11-plus, part 4: Headteacher panels may be no better at identifying the most capable children than the tests are themselves

This is part of a series of posts from Datalab on how the 11-plus works in practice in Kent. Find the other posts in the series here. Passing the 11-plus isn’t the only way to get into a Kent grammar school, as we’ve seen. Headteacher panels review around 2,000 pupils each year, with approximately half [...]

By | May 5th, 2017|Admissions|

Kent 11-plus, part 3: The reasoning part of the test is loaded against poorer children

This is part of a series of posts from Datalab on how the 11-plus works in practice in Kent. Find the other posts in the series here. Children who are eligible for free school meals (FSM) are less likely to sit the 11-plus in Kent. And when they do, they are far less likely to [...]

By | May 5th, 2017|Admissions|

Kent 11-plus, part 2: Some children will be being passed or failed incorrectly – but we have no idea how many

This is part of a series of posts from Datalab on how the 11-plus works in practice in Kent. Find the other posts in the series here. All tests are unreliable to some extent, so a person’s score is partly a matter of chance. This means that for some, the decision to offer a grammar [...]

By | May 5th, 2017|Admissions|

Kent 11-plus, part 1: The rules you set determine who passes

This post was updated at 20.00 on 5 May 2017 to clarify our view of how favourable a move to one of the three alternative sets of qualifying rules described in this post would be. This is part of a series of posts from Datalab on how the 11-plus works in practice in Kent. Find the [...]

By | May 5th, 2017|Admissions|