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Jake Anders

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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

  • 2018–present
    Associate Professor, UCL Centre for Education Policy & Equalising Opportunities
  • 2019–present
    Deputy Director, 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

  • 2022
    The effect of embedding formative assessment on pupil attainment., Journal of Research on Educational Effectiveness, 15(4) 748-779.
  • 2022
    The internal validity of the school-level comparative interrupted time series design: evidence from four new within-study comparisons., Journal of Research on Educational Effectiveness, 15(4) 876-897.
  • 2022
    Does attending an English private school benefit mental health and life satisfaction? From adolescence to adulthood., Cambridge Journal of Education, 52(5), 539-553.
  • 2021
    Does School Average Achievement Explain the Effect of Socioeconomic Status on Math and Reading Interest? A Test of the Information Distortion Model., Learning and Instruction, 73, 101432.
  • 2021
    Maternal Judgments of Child Numeracy and Reading Ability Predict Gains in Academic Achievement and Interest., Child Development, 92(5), 2020-2034.
  • 2021
    The Long-Term Outcomes of Refugees: Tracking the Progress of the East African Asians., Journal of Refugee Studies, 32(2), 1967-1998.
  • 2021
    Income, housing wealth, and private school access in Britain., Education Economics, 29(3), 252-268.
  • 2021
    Is Canada really an education superpower? The impact of non-participation on results from PISA 2015., Educational Assessment, Evaluation and Accountability, 33, 229–249.
  • 2020
    Determinants of private school participation: All about the money?, British Educational Research Journal, 46 (5), 967-992.
  • 2020
    Private Schooling, Subject Choice, Upper Secondary Attainment and Progression to University., Oxford Review of Education, 46 (3), 295-312.
  • 2020
    Private benefits? External benefits? Outcomes of private schooling in 21st Century Britain., Journal of Social Policy, 49(4), 724-743.
  • 2020
    The reality of reality shock for inclusion: How does teacher attitude, perceived knowledge and self-efficacy in relation to effective inclusion in the classroom change from the pre-service to novice teacher year?, Teaching and Teacher Education, 91, 103042.
  • 2019
    A developmental evaluation approach to lesson study: exploring the impact of lesson study in London schools., Professional Development in Education, 45 (2), 325-340.
  • 2018
    The role of schools in explaining individuals' subject choices at age 14. , Oxford Review of Education, 44 (1), 75-93.
  • 2018
    An information distortion model of social class differences in math self-concept, intrinsic value and utility value., Journal of Educational Psychology, 110 (3), 445-463.
  • 2018
    Social Class, Gender and Ethnic Differences in Subjects Taken at Age 14., The Curriculum Journal, 29 (3), 298-318.
  • 2018
    Incentivising specific combinations of subjects: does it make any difference to university access?, National Institute Economic Review, 243, R37-R52.
  • 2018
    Does what you study at age 14-16 matter for educational transitions post-16?, Oxford Review of Education, 44 (1), 94-117.
  • 2018
    Inequalities and the curriculum., Oxford Review of Education, 44 (1), 1-5.
  • 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.
  • 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
  • 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
    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.
  • 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
    Private schooling, educational transitions and early labour market outcomes: Evidence from three Anglophone countries., European Sociological Review, vol. 32, no. 1, pp. 280-294.
  • 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:
    Principal Investigator
    Funding Source:
    Economic and Social Research Council
  • 2021
    The competitive effects of Free Schools in England on student outcomes in neighbouring schools.
    Role:
    Co-Investigator
    Funding Source:
    Nuffield Foundation
  • 2020
    Evaluation of the West London Zone Early Intervention Programme.
    Role:
    Principal Investigator
    Funding Source:
    West London Zone
  • 2020
    Assessing the impact of COVID-19 on young people’s learning, motivation, wellbeing, and aspirations using a representative probability panel.
    Role:
    Co-Investigator
    Funding Source:
    UKRI
  • 2019
    English grammar teaching in primary schools: assessing the efficacy of Englicious.
    Role:
    Co-Investigator
    Funding Source:
    Nuffield Foundation
  • 2018
    Randomised evaluation of SMART Spaces: Spaced Learning.
    Role:
    Co-Investigator
    Funding Source:
    Education Endowment Foundation
  • 2017
    Evaluation of EDT Schools Partnership Programme.
    Role:
    Principal Investigator
    Funding Source:
    Education Endowment Foundation
  • 2017
    Review of approach to evaluation of complex, whole-school interventions
    Role:
    Principal Investigator
    Funding Source:
    Education Endowment Foundation
  • 2017
    Evaluation of EEF/RSA Learning About Culture programme (5 randomised trials and overarching research)
    Role:
    Principal Investigator
    Funding Source:
    Education Endowment Foundation
  • 2017
    The Effects of Teacher Pay Reforms on Teacher Pay, Teacher Careers and Student Attainment.
    Role:
    Co-Investigator
    Funding Source:
    Economic and Social Research Council
  • 2017
    Private schooling in the UK in the 21st Century: participation and outcomes.
    Role:
    Co-Investigator
    Funding Source:
    Economic and Social Research Council
  • 2016
    Five year review of evaluation projects
    Role:
    Principal Investigator
    Funding Source:
    Education Endowment Foundation
  • 2015
    Socio-economic status, subject choice at 14, and university access
    Role:
    Principal Investigator
    Funding Source:
    Nuffield Foundation
  • 2015
    The influence of socio-economic status on financial success in professional occupations.
    Role:
    Principal Investigator
    Funding Source:
    Sutton Trust
  • 2015
    Randomised evaluation of Embedding Formative Assessment
    Role:
    Principal Investigator
    Funding Source:
    Education Endowment Foundation