Projects

As a UKRI Policy Fellow, I worked within the Department for Education conducitng quantitative analysis to linked administrative datasets, generating policy-relevant evidence on educational inequalities (attainment).

The project involves analysis of linked Longitudinal Education Outcomes (LEO) data to examine how educational trajectories translate into labour market outcomes across different socioeconomic and demographic groups. The work focuses on constructing and validating indicators of mobility that capture progression from school through higher education into earnings and employment. This is ongoing analysis aimed at informing a robust, policy-relevant measure of social mobility grounded in administrative data.

This project evaluated learner perceptions and associated outcomes across sixth forms, further education colleges, and schools. It analysed how students’ reported experiences of teaching quality, support, and belonging relate to attainment, retention, and progression. The evaluation combined survey evidence with administrative data to generate institutionally and policy-relevant insights on improving post-16 educational outcomes.

This project evaluates the construct validity and predictive validity of socioeconomic indicators within Programme for International Student Assessment (PISA), assessing how measures such as ESCS capture underlying socioeconomic stratification across contexts. It examines measurement properties, cross-group comparability, and associations with attainment. The work contributes methodological clarity to the interpretation of inequality gradients in international large-scale assessments conducted by the Organisation for Economic Co-operation and Development.

This project maps A-level attainment patterns by social class, examining gradients in subject choice, grades achieved, and progression to higher education. Using linked administrative data, it analyses differential attainment trajectories and transition rates by socioeconomic background. The work provides a granular evidence base to understand stratification at Level 3 and its implications for access to selective universities and high-status pathways.

This project involved the evaluation of the Articulacy programme, which targeted students from low HE participation quintiles, assessing its impact on pupils’ language skills, confidence, and participation. The evaluation examined implementation fidelity, short-term communication outcomes, and potential effects on broader HE progression indicators. It combined quantitative analysis of linked administrative and survey data to provide evidence on the programme’s effectiveness and scalability.

This project examines the relationship between social class background and enrolment in STEM subjects at university. Using administrative and application data, it analyses patterns in subject choice, access to high-status STEM courses, and institutional selectivity by socioeconomic group. The aim is to identify structural inequalities in STEM participation and inform policies to widen access and progression in science and technology fields.

This project maps higher education entry, academic attainment, and degree completion by social class across the student life cycle. Using linked administrative datasets, it examines disparities in access to different institution types, degree classifications, and continuation rates. The analysis identifies where stratification persists within higher education and informs targeted policy responses to reduce socioeconomic gaps in participation and success.

The Transforming Transitions project focused on understanding and improving key educational transitions, particularly from secondary education into post-16 pathways. It examined how institutional practices, guidance, and learner experiences shape progression, retention, and attainment. The work aimed to generate actionable insights to support smoother transitions and reduce inequalities at critical decision points in the education system.

This ESRC funded project evaluates the fairness of admissions processes in UK universities, with a focus on differential offer rates and entry outcomes by socioeconomic background, ethnicity, and school type. Using large-scale administrative and application data, it examines whether selection practices systematically advantage or disadvantage particular groups after accounting for prior attainment. The project aims to inform evidence-based reforms that strengthen equity, transparency, and public trust in university admissions.

This project advances understanding and practice of evaluation in higher education outreach, strengthening institutional capacity to assess impact rigorously and consistently. It seeks to shape sector-wide guidance on data collection and evaluation methods that remain robust amid structural changes in higher education.

The research examines the effectiveness and practical utility of the Standards of Evaluation Practice, and assesses how well these standards and associated guidance support outreach professionals in understanding and applying appropriate evaluation methodologies.

This project maps and evaluates the use of contextual data in university admissions and access decision-making. It examines how indicators such as school context, neighbourhood disadvantage, and individual socioeconomic characteristics are operationalised, combined, and weighted in practice. 

This project investigates what works to increase interest and sustained engagement in science among Year 7 pupils. It evaluates the impact of targeted interventions, such as enrichment activities, mentoring, curriculum design, and exposure to role models on science attitudes, aspirations, and subject choice intentions. The analysis identifies which approaches are most effective for different pupil groups, with a particular focus on reducing early inequalities in STEM pathways.

The project examined the impact of STEM initiatives on educational outcomes using a longitudinal design. I tracked cohorts from Year 7 to Year 11, mapping sustained participation in STEM interventions against GCSE and A-level attainment trajectories. The study provided evidence on whether repeated exposure to STEM programmes translated into measurable improvements in academic performance and progression.