Senior Research Fellow in Education, Evaluation and Inequality, Department of Learning and Leadership, UCL Institute of Education, UCL
Jake is Senior Research Fellow in Education, Evaluation and Inequality in the Department of Learning and Leadership at UCL Institute of Education. He also collaborates with members of the Centre for Longitudinal Studies and the Quantitative Social Science centre 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.
Jake is an Associate Fellow of the Jacobs Foundation Pathways to Adulthood programme. 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.
Senior Research Fellow, Department of Learning and Leadership, UCL Institute of Education
Research Fellow, National Institute of Economic and Social Research
Research Officer, National Institute of Economic and Social Research
UCL Institute of Education, PhD Economics of Education
University of Oxford, BA (Hons.) Philosophy, Politics and Economics
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
The influence of socioeconomic status on changes in young people’s expectations of applying to university., Oxford Review of Education, Vol. 43, No. 4.
Private schooling, educational transitions and early labour market outcomes: Evidence from three Anglophone countries., European Sociological Review, vol. 32, no. 1, pp. 280-294.
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.
How much progress do children in Shanghai make over one academic year? Evidence from PISA., AERA Open, Vol. 2, No. 4, pp. 1-13.
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.
Teenagers’ expectations of applying to university: how do they change?, Education Sciences, vol. 5, no. 4, pp. 281-305.
The Link between Household Income, University Applications and University Attendance, Fiscal Studies, vol. 33, no. 2 (June 2012), pp. 185–210
Grants and Contracts
Socio-economic status, subject choice at 14, and university access
Randomised evaluation of Embedding Formative Assessment