As the weather warms up and the days get longer, I am pleased to attach
the March summaries. The fact that there are only 3 summaries this
month dealing with COVID-19 related issues is perhaps an encouraging
sign that there is now light at the end of the tunnel. The 3 reports in
question look at the extent of learning loss caused by the pandemic,
the evidence about risks associated with pupils’ return to the
classroom, and a students’ perspective on the university experience
which highlights, among other things, a worrying lack of participation
in extra-curricular activities.
The theme of the month is comparison, with quite a few reports enabling
us to benchmark England against other countries. There is a report from
the DfE on international approaches to careers interventions, analysis
from the NFER on ‘resilient’ pupils (disadvantaged high achievers) in
PISA countries, and some useful comparative research on teacher
training systems from the DfE’s pool of analysts.
There are 2 reports pertaining to social mobility. The first is a
report from the Education Policy Institute which explores the
disadvantage gap at 16-19. The second is a report from the Higher
Education Policy Institute in which Professor David Phoenix presents an
English version of the US Higher Education Social Mobility Index and
explores how English universities fare against this benchmark.
PART 1 POLICY GUIDANCE, KEY REPORTS AND UPDATES
DSS 20/21 61 Understanding Progress in the 20-21 Academic Year: Interim
This report from the DfE presents the Education Policy Institute and
Renaissance Learning’s first assessment of the learning loss
experienced by pupils in England as a result of the coronavirus
DSS 20/21 62 Evidence Summary: COVID-19 – Children, Young People and
This report from the DfE sets out the evidence relevant to, and in
support of, the Government’s decision to lift restrictions on education
from 8 March 2021.
DSS 20/21 63 Evaluation of Access and Participation Plan Reforms
This review carried out by the Nous Group on behalf of the Office for
Students examines whether recent regulatory changes in higher education
have succeeded in widening access and participation of underrepresented
DSS 20/21 64 Designing an English Social Mobility Index
This report by Professor David Phoenix for the Higher Education Policy
Institute proposes an English version of a US higher education social
mobility index to recognises institutions’ success in boosting social
DSS 20/21 65 COVID-19 and the University Experience
This report form the Sutton Trust focusses on 3 aspects of the student
experience which are particularly pertinent at the current time –
participation in extra-curricular activities, academic experience, and
DSS 20/21 66 Measuring the Disadvantage Gap in 16-19 Education
This report from the Education Policy Institute presents a provisional
methodology for new measures to monitor the 16-19 disadvantage
attainment gap through time.
DSS 20/21 67 PISA 2018: What differentiates disadvantaged pupils who do
well in PISA from those who do not?
This report from the National Foundation for Educational Research
(NFER) This uses the PISA 2018 to explore the characteristics of high
achieving disadvantaged pupils across comparator countries.
DSS 20/21 68 International Approaches to Careers Interventions
This report from the DfE looks at the main features and impact of
Careers Information, Advice and Guidance (CIAG) systems in other
DSS 20/21 69 Analytical Associate Pool: Summary of Recent Small-Scale
This report contains findings from 2 recent research projects carried
out by associates in the Dfe’s analytics pool; one explores what
constitutes a high-quality workforce in Alternative Provision and the
other compares international requirements to become a teacher.
DSS 20/21 70 Evaluation of the Tailored Support Programme
This report from the DfE presents the NFER’s evaluation of the
Government’s recent Tailored Support Programme which aimed to increase
teacher recruitment and retention.
PART 2 GENERAL INTEREST
Points of Information No.227
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