Jake Anders

• Sullivan, A., Henderson, M., Anders, J., & Moulton, V. (2018) Inequalities and the curriculum. Oxford Review of Education, vol. 44, no. 1, pp. 1-5.
• Anders, J., Moulton, V., Henderson, M. & Sullivan, A. (2018) The role of schools in explaining individuals' subject choices at age 14. Oxford Review of Education, vol. 44, no. 1, pp. 75-93.
  An earlier version of this work appeared as: Anders, J., Henderson, M., Moulton, V. & Sullivan, A. (2017) The role of schools in explaining individuals' subject choices at age 14. CLS Working Papers, No. 2017/9 (August 2017)
• Moulton, V., Henderson, M., Sullivan, A. & Anders, J. (2018) Does what you study at age 14-16 matter for educational transitions post-16? Oxford Review of Education, vol. 44, no. 1, pp. 94-117.
  An earlier version of this work appeared as: Moulton, V., Henderson, M., Anders, J. & Sullivan, A. (2017) Continuing education post-16: does what you study at GCSE matter? CLS Working Papers, No. 2017/8 (August 2017)
• Anders, J., Henderson, M., Moulton, V. & Sullivan, A. (2018) Incentivising specific combinations of subjects: does it make any difference to university access? National Institute Economic Review, vol. 243, pp. R37-R52
  An earlier version of this work appeared as: Anders, J., Henderson, M., Moulton, V. & Sullivan, A. (2017) Incentivising specific combinations of subjects: does it make any difference to university access? CLS Working Papers, No. 2017/11 (August 2017)
• Henderson, M., Sullivan, A., Anders, J. & Moulton, V. (2018) Social Class, Gender and Ethnic Differences in Subjects Taken at Age 14. The Curriculum Journal, vol. 29, no. 2, pp. TBC-TBC.
  An earlier version of this work appeared as: Henderson, M., Sullivan, A., Anders, J. & Moulton, V. (2016) Social Class, Gender and Ethnic Differences in Subjects Taken at Age 14. CLS Working Papers, No. 2016/6 (December 2016)
• Godfrey, D., Seleznyov, S., Anders, J., Wollaston, N. & Barrera-Pedemonte, F. (forthcoming) A developmental evaluation approach to lesson study: exploring the impact of lesson study in London schools. Professional Development in Education.
• Parker, P., Marsh, H. W., Guo, J., Anders, J., Shure, N. & Dicke, T. (2018) An information distortion model of social class differences in math self-concept, intrinsic value and utility value. Journal of Educational Psychology, vol. 110, no. 3 (April 2018), pp. 445-463.
• Anders, J. (2017) The influence of socioeconomic status on changes in young people’s expectations of applying to university. Oxford Review of Education, vol. 43, no. 4, pp. 381-401. Part of special issue on "The Best of British - new educational researchers in the UK".
• Anders, J. & Dorsett, R. (2017) What young English people do once they reach school-leaving age: a cross-cohort comparison for the last 30 years. Longitudinal and Life Course Studies, vol. 8, no. 1, pp. 79-107
  An earlier verion of this work appeared as: NIESR Discussion Papers, No. 454, LLAKES Research Papers, No. 55 and CLS Working Papers, No. 2015/7 (October 2015). Journal pre-print version available here.
• Anders, J., Jerrim, J. & McCulloch, A. (2016) How much progress do children in Shanghai make over one academic year? Evidence from PISA. AERA Open, vol. 2, no. 4, pp. 1-13.
• Parker, P., Jerrim, J., & Anders, J. (2016) What effect did the Global Financial Crisis have upon youth wellbeing? Evidence from four Australian cohorts. Developmental Psychology, vol. 52, no. 4, pp. 640-651.
• Jerrim, J., Parker, P., Chmielewski, A. K. & Anders, J. (2016) Private schooling, educational transitions and early labour market outcomes: Evidence from three Anglophone countries. European Sociological Review, vol. 32, no. 1, pp. 280-294.
• Parker, P., Jerrim, J., Anders, J. & Astell-Burt, T. (2016) Does living closer to a university increase aspirations, exposure to information sessions and higher education entry? Evidence from an Australian longitudinal study. Journal of Youth and Adolescence, vol. 45, no. 6, pp. 1156-1175.
• Anders, J. & Micklewright, J. (2015) Teenagers’ expectations of applying to university: how do they change? Education Sciences, vol. 5, no. 4, pp. 281-305.
  An earlier version of this work appeared as: Anders, J. & Micklewright, J. (2013) Teenagers’ expectations of applying to university: how do they change? DoQSS Working Papers, No. 13-13 (October 2013)
• Anders, J. (2012) The Link between Household Income, University Applications and University Attendance. Fiscal Studies, vol. 33, no. 2 (June 2012), pp. 185–210
  An earlier version of this work appeared as: Anders, J. (2012) What's the link between household income and going to university? DoQSS Working Papers, No. 12-01 (March 2012)

• Anders, J., Burgess, S. & Portes, J. (2018) The Long-Term Outcomes of Refugees: Tracking the Progress of the East African Asians IZA Discussion Papers, No. 11609 (June 2018)
• Green, F., Anders, J., Henderson, M. & Henseke, G. (2017) Who Chooses Private Schooling in Britain and Why? LLAKES Research Papers, No. 62 (December 2017)
• Anders, J., Henderson, M., Moulton, V. & Sullivan, A. (2017) A note on subject choice at age 14 and socio-economic inequality in access to university. CLS Working Papers, No. 2017/10 (August 2017)
• Anders, J. (2015) Does socioeconomic background affect pay growth among early entrants to high-status jobs? 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. (2014) Does an aptitude test affect socioeconomic and gender gaps in attendance at an elite university? DoQSS Working Papers, No. 14-07 (April 2014)
• Anders, J. (2012) Using the Longitudinal Study of Young People in England for research into Higher Education access. DoQSS Working Papers, No. 12-13 (December 2012)

• Anders, J. & Jerrim, J. (2017) The socio-economic gradient in educational attainment and labour market outcomes: a cross-national comparison in Schoon, I. & Silbereisen, R. K. (eds.) Pathways to Adulthood: Social inequalities, structure and agency and social change.
• Whitty, G. & Anders, J. (2017) 'Closing the achievement gap' in English cities and towns in the twenty-first century in Pink, W. & Noblit, G. (eds.) Second International Handbook of Urban Education, Springer.
• Whitty, G. & Anders, J. (2016) 'Closing the achievement gap': Rhetoric or reality? in Whitty, G. (ed.) Research and Policy in Education: Evidence, ideology and impact. London: UCL IOE Press.
• Anders, J. (2015) Socio-economic in equality in access to higher education in England PhD Thesis, UCL Institute of Education, University College London.
• Whitty, G. & Anders, J. (2013) Narrowing the Achievement Gap: Policy and Practice in England 1997-2010 in Clark., J. (ed.) Closing the Achievement Gap from an International Perspective, Springer
  A revised version of this work is available as: Whitty, G. & Anders, J. (2014) (How) did New Labour narrow the achievement and participation gap? LLAKES Research Papers, No. 46 (January 2014)

• Anders, J., Dorsett, R. & Stokes, L. (2018) The relative effectiveness of blended versus face-to-face adult English and maths learning DfE Research Report, No. 794 (February 2018)
• Panayiotou, S., Hingley, S., Bouldon, K., Kyriakopoulos, G., Romanou, E., Dorsett, R., Anders, J., Stokes, L., Weale, M., Smith, J. & Boyle, A. (2018) Quantitative programme of research for adult English and maths: Longitudinal survey of adult learners waves 1 and 2 DfE Research Report, No. 791 (February 2018), Department for Education.
• Panayiotou, S., Hingley, S., Bouldon, K., Kyriakopoulos, G., Romanou, E., Dorsett, R., Anders, J., Stokes, L., Weale, M., Smith, J. & Boyle, A. (2018) Quantitative programme of research for adult English and maths: Longitudinal survey of adult learners final research report DfE Research Report, No. 792 (February 2018), Department for Education.
• Anders, J., Brown, C., Ehren, M., Greany, T., Nelson, R., Heal, J., Groot, A., Sanders, M., & Allen, R. (2017) Evaluation of Complex Whole-School Interventions: Methodological and Practical Considerations. Report to the Education Endowment Foundation.
• Anders, J. & Dorsett, R. (2017) A review of the matching process for the impact analysis of the HMP Peterborough Social Impact Bond. Report to UK Ministry of Justice (July 2017)
• Anders, J. & Dorsett, R. (2017) HMP Peterborough Social Impact Bond - cohort 2 and final cohort impact evaluation. Report to UK Ministry of Justice (July 2017)
• Anders, J., Bernini, M., Bewley, H. & Stokes, L. (2016) School performance in coastal communities. Report to the UK Department for Education.
• Speckesser, S., Anders, J., De Coulon, A., Dorsett, R., Espinoza Bustos, H., Kirchner Sala, L. & Nafilyan, V. (2015) Empirical research on Youth Transitions to, and within, the labour market. BIS Research Papers, No. 255 (October 2015), Department for Business, Innovation and Skills.

Jake's current research 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 highly selective HE institutions in particular, has increasingly attracted the attention of policymakers. This has been most notable in the UK Government's introduction of the English Baccalaureate performance measure for schools at age 16, and the introduction 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.

This project is funded by the Nuffield Foundation and more information is available from the Nuffield Foundation website.

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.

This project is funded by the Education Endowment Foundation (EEF) and more information is available from the EEF website. The trial is registered with ISRCTN.

Jake regularly contributes to Masters-level modules run by both the Department of Learning and Leadership and the Department of Social Science at UCL Institute of Education. Students should generally find resources for these on the relevant UCL Moodle site. He also supervises three doctoral students, two in partnership with UCL School of Public Policy and the Behavioural Insights Team as part of the UCL/BIT PhD Scholarship programme.

Masters Courses

• DLL: Researching Early Years and Primary Education
• DLL: Doing and Using Educational Leadership and Management Research
• EPS: Economic Perspectives on Education Policy
• DSS: Longitudinal Research and Analysis
• DSS: Using Stata efficiently and effectively

Doctoral Students

• Bibi Groot
• Eliza Kozman
• Natasha Codiroli-McMaster