Education Policy

"A rather remarkable book by a rather remarkable academic. I know that students, education practitioners and researchers will make good use of this book; I sincerely hope that it falls into the hands of politicians and policy-makers where it may interrupt some of the policy-problems it identifies." Educational Research and Evaluation

"...An important and accessible synthesis of evidence relating to an array of policy areas across the UK and international settings... Every chapter outlines practical, achievable approaches to improving education and the final conclusion discusses ways that researchers and policymakers could work together more effectively. This belief that things can and should improve is an important message for all of us interested in education and policy research." Journal of Education Policy

"'Extends a growing body of critical evidence to inform policy and practice in education, with particular regard to inequalities and social justice. The book provides an expert voice and will appeal to policy makers, school leaders, teachers, students and higher education professionals as well as any individuals interested in the future of education." Feyisa Demie, Durham University

"Gorard has a habit of making his readers confront the unsettling facts of education policy in a way only a researcher of his calibre and insight can. Policy-makers, take note." Stuart Kime, Evidence-based Education

"Ambitious and eruditely written, this book is a myth-busting tour de force bringing together 20 years of evidence to tackle the most pressing issues in education policy and research." Andrew Wilkins, University of East London

Stephen Gorard is Professor of Education and Public Policy at Durham University. He is a member of the UK DfE Associate Pool, the British Academy grants panel, the ESRC commissioning panel for Strategic Networks, and Fellow of the Academy of Social Sciences. He regularly gives advice to governments and other policy-makers, and is a widely read and cited methodologist, involved in international and regional capacity-building activities, and used as an adviser on the design of rigorous evaluations by central and local governments, NGOs and charities.

INTRODUCTION;

Introduction: the themes of the book;

The nature of the evidence assembled;

Differential outcomes at school and beyond;

POSSIBLE EXPLANATIONS;

The clustering of access to schools;

Differential attainment at school;

Differential school ‘effects’;

School improvement;

Learning beyond institutions;

The wider outcomes of schools as societies;

Widening participation to higher education;

The supply of professionals;

Widening participation to other opportunities;

CONCLUSIONS;

Where now for equity and effectiveness policy?.