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Science and Education/Education

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  • 1 week ago | ffteducationdatalab.org.uk | Katie Beynon

    Schools can grant leave to pupils for the purpose of studying for public exams. The guidance (pdf) states that study leave “should not be granted by default once tuition of the exam syllabus is complete and should be used sparingly”. A reader of the blog wondered how consistently this type of leave is being granted. So we thought we’d take a look using data from around 2,500 of our Aspire Attendance Tracker secondary schools, covering around 450 thousand Year 11 pupils.

  • 3 weeks ago | ffteducationdatalab.org.uk | Natasha Plaister

    A few months back, I wrote a piece about intersectionality and Key Stage 5 subject choice, and promised to write a series getting into different subject areas in more depth. That series is now upon us, and I’m starting with a look at STEM subjects. Lack of diversity in those studying STEM subjects is an issue that’s widely discussed – and we’ve touched on it in some of our posts on subject choice. But what we haven’t written about is how these areas interact with one another.

  • 1 month ago | ffteducationdatalab.org.uk | John Jerrim

    While not attending – or being excluded from – school is a problem for any pupil, it may be particularly concerning amongst young people from disadvantaged backgrounds who were excelling when they left primary school. These young people – despite being raised in challenging circumstances – developed a firm foundation from which one would hope they would flourish. The last thing they – and society – needs is for such potential to go to waste.

  • 1 month ago | ffteducationdatalab.org.uk | Katie Beynon

    In October 2016 the then Conservative Government announced that certain parts of the country were to be designated “opportunity areas”. These areas would share an extra £60m in funding, with their schools partnered with those in other parts of the country, and links developed with local businesses in the hope of raising children’s aspirations. There ended up being 12 of these, selected broadly by considering levels of social mobility, attainment and progress, and capacity to improve.

  • 1 month ago | ffteducationdatalab.org.uk | Natasha Plaister

    Regular readers will know that here at Datalab we’re always interested in the subject choices that students make. So when the Bank of England approached us about putting together a report taking a deep dive into trends in the study of economics, we jumped at the chance. We looked at trends over the last ten years at GCSE, A-Level and first degree level, focusing in on the school and pupil characteristics that are most – and least – associated with studying economics.

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