I am currently a Research Officer at the National Institute of Economic and Social Research (NIESR). I'm always keen to hear about new research opportunities in the fields of education, training and skills; social mobility; and policy evaluation. You can read my current CV here.
In addition, I am an Honorary Research Associate in the Department of Social Science at UCL Institute of Education, University College London, where I also completed a PhD in Economics of Education under the supervision of Profs. Lorraine Dearden (IFS/UCL) and John Micklewright (UCL). I'm also an Associate Fellow of the Jacob's Foundation PATHWAYS to Adulthood international collaborative programme.
My current projects include a grant from the Nuffield Foundation, evaluating a randomised controlled trial in schools funded by the Education Endowment Foundation, and a quasi-experimental impact evaluation for the UK Ministry of Justice. There's more information on a selection of these projects below.
Socio-economic status and subject choice at 14: do they interact to affect university access?
There is a large socio-economic status gap in Higher Education participation in England. However, most evidence suggests that this is driven by inequality that emerges before the point of application. It has been suggested that one such source of inequality is the subjects and qualifications studied by young people while still at school. The importance of this factor for young people's changes of progressing to Higher Education in general, and to highely selective HE institutions in particular, has increasingly attrated the attention of policymakers. This has been most notably in the UK Government's introduction of the English Baccalaureate performance measure for schools at age 16, and the instroduction of performance in Russell Group "facilitating subjects" at A-Level for schools at age 18. However, this area is under-studied in the academic literature.
Randomised evaluation of Embedding Formative Assessment
This project will test a two-year professional development programme on formative assessment. This is based around a pack, “Embedding Formative Assessment” (EFA), which includes materials schools need to deliver 18 monthly internal workshops (“Teacher Learning Communities”) involving all teachers from across the school, working together in groups of 8-12. Formative assessment involves teachers using evidence of pupils’ understanding and learning to make decisions, minute-by-minute and day-by-day, about the next steps in teaching and learning. This evidence could also be used when planning lessons or differentiating activities for individual pupils. When assessing formatively, the feedback given by teachers moves learners forward. Students are developed to be owners of their own learning and support each other to progress. The pack was developed by renowned educationalist Dylan Wiliam with SSAT.
Anders, J. Does socioeconomic background affect pay growth among early entrants to high-status jobs? - in NIESR Discussion Papers, No. 453 (August 2015)
This work also appeared as a Sutton Trust Report. The Sutton Trust also produced a Research Brief summarising the findings and details of the press coverage it received (scroll to the bottom of the page).
Anders, J. Does an aptitude test affect socioeconomic and gender gaps in attendance at an elite university? - in DoQSS Working Papers, No. 14-07 (April 2014)
Anders, J. The Link between Household Income, University Applications and University Attendance - in Fiscal Studies, vol. 33, no. 2 (June 2012), pp. 185–210
An earlier version of this work appeared as: Anders, J. What's the link between household income and going to university? - in DoQSS Working Papers, No. 12-01 (March 2012)
Anders, J. & Jerrim, J. The socio-economic gradient in educational attainment and labour market outcomes: a cross-national comparison - forthcoming
Anders, J. & Whitty, G. Narrowing the Achievement Gap: Policy and Practice in England 1997-2010 - in Closing the Achievement Gap from an International Perspective, ed. Julia V. Clark. Springer (2013)
A revised version of this work is available as: Anders, J. & Whitty, G. (How) did New Labour narrow the achievement and participation gap? - in LLAKES Research Papers, No. 46 (January 2014)
Anders, J. Using the Longitudinal Study of Young People in England for research into Higher Education access - in DoQSS Working Papers, No. 12-13 (December 2012)
Anders, J. & Micklewright, J. Teenagers’ expectations of applying to university: how do they change? - in DoQSS Working Papers, No. 13-13 (October 2013)
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