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Jake Anders

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Associate Professor of Educational and Social Statistics, UCL

Jake is Associate Professor of Educational and Social Statistics in the Centre for Education Improvement Science and 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.

Experience

  • 2016–present
    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

  • 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
    Role:
    Principal Investigator
    Funding Source:
    Education Endowment Foundation