🚨 EPI Analysis: GCSE Results Day 2024 🚨 📝 This morning GCSE results have been published and our team has examined the results for pupils across England. 🔬 You can find our analysis, including the key trends and takeaways, here: https://lnkd.in/eBA4uTeb Our response to today's results from Louis Hodge 👇
Education Policy Institute
Think Tanks
EPI is an independent, impartial, and evidence-based research institute that promotes high quality education.
About us
The Education Policy Institute is an independent, impartial and evidence-based research institute that aims to promote high quality education outcomes, regardless of social background. Education can have a transformational effect on the lives of young people. Through our research, we will provide insights, commentary and critiques about education policy in England - shedding light on what is working and where further progress needs to be made. Our research and analysis will span a young person's journey from the early years through to higher education and entry to the labour market. Because good mental health is vital to learning, we also have a dedicated mental health team which will consider the challenges, interventions and opportunities for supporting young people's wellbeing. Our experienced and dedicated team work closely with academics, think tanks and other research foundations and charities.
- Website
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http://epi.org.uk/
External link for Education Policy Institute
- Industry
- Think Tanks
- Company size
- 11-50 employees
- Headquarters
- London
- Type
- Nonprofit
- Founded
- 2005
- Specialties
- Education
Locations
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Primary
Westminster
London, US
Employees at Education Policy Institute
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Russell Hobby CBE
CEO at Teach First
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James Zuccollo
Director for School Workforce at Education Policy Institute
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Kerris Cooper
Senior Researcher, Early Years at Education Policy Institute
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Whitney Crenna-Jennings
Associate Director, Mental Health and Wellbeing at Education Policy Institute
Updates
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🚨 NEW REPORT: Early adult outcomes for suspended pupils 🚨 📝 Our new report published today, commissioned by youth education charity Impetus, has identified a ‘suspension employment gap’ with young people who are suspended at secondary school experiencing a range of poorer outcomes in late adolescence and early adulthood. 📖 Read the full report here: https://lnkd.in/eM_qiTBX The new research builds on a previous report published in March by the EPI and Impetus, which found a ‘suspension grades gap’, showing young people experiencing suspension are less likely to pass crucial Maths and English GCSEs than their peers. Today’s research includes a new analysis of state welfare use by young people who have experienced suspension, exploring the receipt of out-of-work benefits and health-related benefits by age 24, using new data linking pupils’ education and state-welfare records. 🔬 The report finds that: - Outcomes in early adulthood for pupils who are during secondary school suspended are poor, compared to pupils who are not suspended. - Pupils with multiple suspensions have poorer outcomes in early adulthood and multiple suspensions tend to be cumulatively associated with poor early adult outcomes. - Pupils suspended ten or more times appear to have just as poor, if not poorer, outcomes compared to those who experience permanent exclusion. 💡 The report makes the following policy recommendations: - Given the long-term consequences for the individual and the wider costs to society of suspension during secondary school, there is an urgent need for early intervention to address the factors leading to suspension. The Department for Education (DfE) should consider conducting a programme of work which sets out how to best respond to behaviour that reflects the evidence on in-school and out-of-school drivers. - The DfE should develop the evidence base on what works to support pupils who experience multiple suspensions. - Future research should continue to better understand the causes of suspensions and permanent exclusions. - Future research should also aim to understand outcomes for the peers of pupils who are suspended. - Future research should also explore protective factors that enable some suspended pupils to succeed in later life.
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🚨 EPI Analysis: Level 3 Results Day 2024 🚨 📝 This morning Level 3 results have been published for students across England, Wales and Northern Ireland. 📊 We have examined the key trends and takeaways from this year's results. Read our EPI analysis below 👇 https://lnkd.in/eRwMWVCy
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✍ Following our latest EPI annual report which examined attainment gaps using 2023 exam results, Emily Hunt has written for Tes about how gaps between boys and girls fluctuate over time – and the pandemic’s impact on this. Read the article below 👇 https://lnkd.in/eJ-7rKbD
Boys’ and girls’ attainment: what does the data say?
tes.com
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📝NEW EPI BLOG: Examining post-pandemic absences in England (3) Using the latest government data, our analysis finds that overall absence rates in schools are falling, but there is a widening gap between vulnerable children and their peers. More below👇 https://lnkd.in/eh_jrDgz
Examining post-pandemic absences in England (3)
https://epi.org.uk
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👨🏫 2024/25 teachers' pay award 👩🏫 💰 Earlier this week the government announced a 5.5% pay award for teachers, backed by a £1.1bn grant to schools. This covers 7/12 of the estimated annual cost of the pay award (up to end of financial year 2024-25). They also set out how funding will be allocated towards mainstream schools. Our research team have set out important considerations for the government when determining how this funding will be distributed to schools. Read our thread on Twitter/X below. 👇 https://lnkd.in/eHHqUEBE
Education Policy Institute (@EduPolicyInst) on X
x.com
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🗣 COMMENT: 2024/25 teachers' pay award 🗣 EPI's repsonse to the government's acceptance of the recommendation of a 5.5% pay increase for teachers. 👇 “A decade of declining pay competitiveness has contributed to continuing struggles to recruit and retain teachers. Today's announcement, which follows a 6.5% pay award for in 2023-24, is a positive step towards restoring the pay competitiveness of the teaching profession. Importantly, the pay award is supported by a £1.1bn grant to schools. "We also welcome the government's decision to allocate this new grant based on a combination of a per-pupil allocation, a lump sum and a considerable weighting for disadvantaged pupils. The previous Teacher Pay Grant did not acknowledge the extra staffing costs often faced by schools with more disadvantaged pupils, and so this is an important correction. “Nevertheless, this grant is only for 2024-25 and the government has rightly acknowledged that it will not cover the full years cost of the teacher pay award. In order to support schools to plan effectively, the government needs to provide them with a longer-term funding settlement." https://lnkd.in/e4bufdPE
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Disadvantaged students are 3.2 grades behind their peers by the time they finish 16-19 education. Our new report, supported by Unbound Philanthropy, calls for a student premium based on student-level and area-level measures of disadvantage.👇 https://lnkd.in/dnGcatxU
Closing the Forgotten Gap: Implementing a 16-19 Student Premium
https://epi.org.uk
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Disadvantaged students are 3.2 grades behind their peers by the time they finish 16-19 education. Our new report, supported by Unbound Philanthropy, calls for a 16-19 student premium to tackle the attainment gap facing disadvantaged 16–19-year-olds. 👇 https://lnkd.in/dnGcatxU
Closing the Forgotten Gap: Implementing a 16-19 Student Premium
https://epi.org.uk
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🚨NEW EPI REPORT: Implementing a 16-19 Student Premium🚨 📝Our new report, supported by Unbound Philanthropy, calls for a 16-19 'student premium' to tackle the sizeable attainment gap facing disadvantaged 16–19-year-olds. Read the full report👇 https://lnkd.in/dnGcatxU
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