Associate Professor, UCL Centre for Education Policy & Equalising Opportunities, UCL
Jake is an Associate Professor, Deputy Director of the UCL Centre for Education Policy & Equalising Opportunities, and Academic Head of Research for the Department of Learning and Leadership at UCL Institute of Education. Jake's research focuses on understanding the causes and consequences of educational inequality and evaluating policies and programmes aiming to reduce it.
He has previously worked as a Research Fellow at the National Institute of Economic and Social Research and as a Committee Specialist to the House of Commons Education Committee. He completed a PhD in Economics of Education focusing on inequality in university access at UCL Institute of Education.
Experience
2019–present
Deputy Director, UCL Centre for Education Policy & Equalising Opportunities
2018–present
Associate Professor, UCL Centre for Education Policy & Equalising Opportunities
2019–2022
Head of Research, Department of Learning and Leadership, UCL Institute of Education
2016–2018
Senior Research Fellow, Department of Learning and Leadership, UCL Institute of Education
2015–2016
Research Fellow, National Institute of Economic and Social Research
2014–2015
Research Officer, National Institute of Economic and Social Research
Education
2015
UCL Institute of Education, PhD Economics of Education
2010
University of Oxford, BA (Hons.) Philosophy, Politics and Economics
Publications
2017
What young English people do once they reach school-leaving age: a cross-cohort comparison for the last 30 years., Longitudinal and Life Course Studies, vol. 8, no. 1, pp. 79-107
2017
The influence of socioeconomic status on changes in young people’s expectations of applying to university., Oxford Review of Education, Vol. 43, No. 4.
2016
Private schooling, educational transitions and early labour market outcomes: Evidence from three Anglophone countries., European Sociological Review, vol. 32, no. 1, pp. 280-294.
2016
What effect did the Global Financial Crisis have upon youth wellbeing? Evidence from four Australian cohorts., Developmental Psychology, vol. 52, no. 4, pp. 640-651.
2016
How much progress do children in Shanghai make over one academic year? Evidence from PISA., AERA Open, Vol. 2, No. 4, pp. 1-13.
2016
Does living closer to a university increase aspirations, exposure to information sessions and higher education entry? Evidence from an Australian longitudinal study., Journal of Youth and Adolescence, vol. 45, no. 6, pp. 1156-1175.
2015
Teenagers’ expectations of applying to university: how do they change?, Education Sciences, vol. 5, no. 4, pp. 281-305.
2012
The Link between Household Income, University Applications and University Attendance, Fiscal Studies, vol. 33, no. 2 (June 2012), pp. 185–210
Grants and Contracts
2021
COVID Social Mobility & Opportunities study (COSMO)
Role:
Prinvipal Investigator
Funding Source:
Economic and Social Research Council
2015
Socio-economic status, subject choice at 14, and university access
Role:
Principal Investigator
Funding Source:
Nuffield Foundation
2015
Randomised evaluation of Embedding Formative Assessment