RAND Europe and Frontier Economics were commissioned by Research England to assess the extent to which investment in higher education providers through the UKRPIF programme has been effective in achieving its objectives.
Pulling together practical examples from around the world, RAND Europe researchers show how England can create an environment where every child, regardless of their family situation, has the opportunity to thrive.
The Department for Education's two-year pilot APST aims to reduce serious youth violence and improve pupil outcome among students in alternative provision settings. Researchers are conducting a process evaluation of the project over the course of the pilot.
RAND Europe, in consortium with FFT Datalab and University of Westminster, has been commissioned by the Youth Endowment Fund to evaluate the impact, cost, and implementation of Support, Attend, Fulfil, Exceed (SAFE) Taskforces in ten areas of the UK.
Researchers are developing the second cycle of the Teaching and Learning International Survey (TALIS) Starting Strong 2024. The survey aims to fill key data gaps in Early Childhood Education and Care staff and leaders' professional experiences.
A range of formal childcare options are available in France, but provision and use are far from universal. Additionally, despite a growing emphasis on holistic early childhood development in the first three years, preschool priorities follow a different trajectory.
To support the Engineering and Physical Sciences Research Council's review of their investment in doctoral education, researchers explored the skills required for doctoral graduates in the sector, and how students see doctoral education contributing to the development of these skills and to their career pathways.
A randomised controlled trial (RCT) evaluating the impact of PSQM sought to understand the impact of the intervention on pupils and teachers. The study also examined how the intervention is implemented.
RAND Europe evaluated the impacts of peer-assisted learning strategies (PALS) in England. The evaluation sought to understand the impact of PALS on reading attainment but the assessment was hampered by the COVID-19 pandemic.
Languages play a significant role in international trade, and not sharing a common language acts as a non-tariff trade barrier. Investing in Arabic, French, Mandarin or Spanish languages education in the UK will most likely return more than the investment cost, even under conservative assumptions.
Reflecting the European Commission’s policy focus on children at risk, EPIC evaluates and disseminates practices that improve outcomes. RAND Europe's latest EPIC policy memo examines juggling work and childcare during the pandemic.
Researchers developed case studies on ‘what works’ in early childhood development at scale in the Netherlands, Israel, Peru, and Brazil. They ensured that efforts were systematically captured, assessed and available for other governments, practitioners and foundations to use.
Researchers assessed the evidence associated with the digital skills gap. The study analysed the key trends driving the gap at a global level and articulated some practical steps to address this challenge and potentially ‘close’ the gap.
In the first randomised controlled trial studying the efficacy of a whole-school intervention aimed at improving how schools deploy TAs in everyday classrooms, researchers found MITA had an effect on TA deployment, preparation, and interactions, and on pupil engagement. However, this did not translate into an impact on pupil attainment.
An evaluation of Renaissance Learning's AR scheme explored whether the programme has a positive effect on the reading comprehension of randomly assigned pupils, particularly those who are eligible for free school meals.
Triple P, the Positive Parenting Program, offers individual and group interventions in early years settings. Nursery staff and parents perceived a reduction in problem behaviours and a modest improvement in children’s language ability because of parent participation.
Time spent using and actively working in Sparx Maths is positively and significantly associated with higher outcomes in maths for all students, but access alone — ignoring usage — did not have any effects.