RAND Europe's research in education helps inform the making of more effective educational policies, programmes and practices that are inclusive and equitable for all.
Our interdisciplinary and international research examines the evidence behind how policies and practices can support learning: from building strong foundations in the early years, to improving school effectiveness and ensuring that young people have the right skills in preparation for the future.
An economic analysis shows that delaying U.S. high school start times is a cost-effective, population-level strategy that could have a significant, positive impact on public health and the U.S. economy.
Our education research benefits from a wide range of multi-disciplinary expertise and capabilities across the organisation and our large network of collaborators.
Randomised controlled trials
We have a growing portfolio of projects using rigourous experimental (randomised controlled trials) and quasi-experimental designs to evaluate complex education interventions.
Survey design & analysis
We bring methodological expertise to design high-quality surveys and conduct complex analyses with large scale administrative data.
We conduct robust systematic reviews of evidence using the global resources available in RAND's professional library.
We are experienced in providing education policy advice based on the best international evidence available.
Researchers are investigating the qualifications and training required to teach science and mathematics at primary, lower secondary and upper secondary levels in England compared to the initial teacher education required in select other countries.
As part of a larger OECD effort, RAND Europe researchers analysed the strengths and challenges of Morocco's current approach for teacher appraisal and provided actionable policy recommendations and advice for implementing improvements.
Researchers tried to conduct a randomised control trial to understand whether UK teachers could be motivated with incentivised pay and coaching, but they failed to recruit enough participants. To help future studies, they changed their research to explore why the recruitment effort failed.
Because disadvantaged children in England are more likely to fall behind academically, the Early Intervention Foundation has commissioned research on what is known concerning effective early years practice, and where there are knowledge gaps. The goal is to understand how to develop more effective early intervention programmes.