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Jake Anders

@jakeanders.uk
1.8K followers 648 following 225 posts

Education, evaluation, economics, etc. Professor of Quantitative Social Science, UCL Deputy Director, @cepeo-ucl.bsky.social Principal Investigator, COSMO study Dad to three. jakeanders.uk

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Jake Anders @jakeanders.uk · 20h
“Quantity of petrol” was rather a dull James Bond film
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In Medias Malone @professormusgrave.bsky.social · 29/09/2026
As a professor, most of what I do is log in to things
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Burak Sonmez @buraksonmez.bsky.social · 29/09/2026
Come and join us @sriucl.bsky.social We’re looking for an Assistant Professor in Quantitative Social Science with a research agenda on the environment and/or climate change, and expertise in causal inference. See full details and apply 👉🏼 www.ucl.ac.uk/work-at-ucl/...
UCL Social Research Institute recruitment poster for an Assistant Professor in Quantitative Social Science at the Centre for Quantitative Social Science. Applications close 30 October 2026.
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Julia M. Rohrer @dingdingpeng.the100.ci · 27/08/2026
Psychological Science special issue call 📣 Ever had your research denigrated bc it's "only descriptive", "what's the mechanism though?" and "but what are the theoretical implications?" Now has come your time to shine. Send your best descriptive work! www.psychologicalscience.org/publications...
Psychological Science invites submissions that advance psychological science through careful description of psychological phenomena. Psychological research often focuses on explaining and predicting phenomena before we have a sufficiently detailed understanding of them. It can be difficult to build strong theories on incomplete empirical foundations of the phenomena themselves. Careful descriptive research helps establish shared empirical reference points developed around well-characterized phenomena. As such, descriptive research contributes to psychological science both by improving our understanding of the phenomena themselves and by providing a stronger foundation for future theory-building, explanation, and prediction.

We are interested in manuscripts that:

Deepen our understanding of psychological phenomena, including what they look like, how they vary, and how they unfold;
Draw on a variety of sources of evidence and methods, including qualitative, quantitative, and mixed-methods approaches; research conducted in naturalistic settings; intensive, longitudinal, or small-sample designs; and open or large-scale datasets; 
Provide necessary context for interpreting what is being described, including who is represented in the data, the settings and circumstances in which phenomena occur, and the broader social contexts in which they are situated; and/or
Make a substantive contribution to psychological science through the quality, depth, or significance of the description provided.
The deadline for submitting regular manuscripts is April 15, 2027. Registered Reports will also be considered. The deadline for submitting Stage 1 Registered Reports is November 15, 2026. Authors should indicate in the “Comments to Editor” box during submission that the manuscript is intended for the “Descriptive Research in Psychological Science” special issue.
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Jake Anders @jakeanders.uk · 22/08/2026
😱😱😱
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UCL Centre for Education Policy & Equalising Opportunities @cepeo-ucl.bsky.social · 20/08/2026
Today's GCSE results are mostly looking pretty stable: 70.7% of all grades 4 and above—up slightly from 70.5%; 23.1% at 7 or above—also nudging up from 23.0%. Even the share of entries being awarded grade 9 is the same as last year, not continuing to rise.
Stacked bar chart reporting overall GCSE grade distribution in 2019, 2023, 2024, 2025 and 2026Line chart reporting % achieving grade 9 by year in 2019, 2023, 2024, 2025 and 2026
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UCL Centre for Education Policy & Equalising Opportunities @cepeo-ucl.bsky.social · 19/08/2026
🚨As students receive this year's GCSE results, our new working paper by @robbiemaris.bsky.social, @jakeanders.uk , Tammy Campbell and @gillwyness.bsky.social shows that GCSE resits may harm student wellbeing.
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Ozan Aksoy @aksoyundan.bsky.social · 17/08/2026
prize fellowships are out: two three-year postdoc positions in sociology, time and resources to carry out independent research projects with minimal distraction. Deadline 21 September. Details: www.nuffield.ox.ac.uk/the-college/...
nuffield.ox.ac.uk
Postdoctoral Prize Research Fellowships in Sociology (two posts) - Nuffield College Oxford University
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UCL Centre for Education Policy & Equalising Opportunities @cepeo-ucl.bsky.social · 13/08/2026
A-level and other Level 3 qualification results are out with a lot of focus on top grades rising again: 28.3% of entries got an A or above (28.2% in 2025, 25.2% in 2019), and 78.1% got a C or above. But results aren't equally good news for everyone.
Showing the distribution of A level grades in England in 2019, 2023, 2024, 2025 and 2026 in a stacked bar chart.
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Jake Anders @jakeanders.uk · 03/08/2026
New paper just published open access in Educational Assessment, Evaluation and Accountability: link.springer.com/article/10.1...
link.springer.com
When technical standards fail. Questionnaire wording and the comparability of PISA truancy data - Educational Assessment, Evaluation and Accountability
This paper presents a case study of how an undetected wording change in the OECD’s Programme for International Student Assessment (PISA) may have led to erroneous conclusions. We focus on a survey que...
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UCL Centre for Education Policy & Equalising Opportunities @cepeo-ucl.bsky.social · 30/07/2026
This draws on new evidence from a working paper by the same team, analysing data on perceptions of vocational education in countries across Europe: econpapers.repec.org/RePEc:ucl:ce...
econpapers.repec.org
EconPapers: Why is vocational education stigmatised? Evidence from Europe
By Robbie Maris, Jake Anders, Tammy Campbell and Gill Wyness; Abstract: It is a widely recognised problem that vocational education and training (VET) is stigmatised around the world. This
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UCL Centre for Education Policy & Equalising Opportunities @cepeo-ucl.bsky.social · 30/07/2026
Following announcement of plans to expand technical education from age 14, our new briefing note by @robbiemaris.bsky.social @jakeanders.uk & @gillwyness.bsky.social asks: What would it take to achieve parity of esteem between academic and vocational education? econpapers.repec.org/RePEc:ucl:ce...
econpapers.repec.org
EconPapers: Raising the Esteem of Vocational Education and Training (VET) from Age 14
By Robbie Maris, Jake Anders and Gill Wyness; Abstract: A strong post-16 education system needs credible pathways for young people with different interests, strengths and
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Duncan Exley @duncanexley.bsky.social · 19/07/2026
Our incoming Prime Minister has a greater knowledge of English literature than his predecessor: Would Starmer have been able to name any of the key locations in Macbeth? Burnham would.
A screenshot of a !story on the Cambridge University website” Andy Burnham and his Cambridge English degree”
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Jake Anders @jakeanders.uk · 04/07/2026
New article: Experimental education research: rethinking why, how, and when to use random assignment Out today (even though it’s Saturday): doi.org/10.1080/1380... With @drsamsims.bsky.social @mjinglis.bsky.social @benweidmann.bsky.social @benstyles.bsky.social & Hugues Lortie-Forgues
doi.org
Experimental education research: rethinking why, how, and when to use random assignment
Over the last twenty years, education researchers have increasingly conducted randomized experiments. Such experiments are usually designed in the hope of supporting comparisons of cost effectivene...
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Layla Moran MP 🔶🕊️ @laylamoran.bsky.social · 04/07/2026
Last night (3rd July) between 10.50-11.30 my electric cargo bike was stolen. Black Pakyak E+ with a baby carrier. First time I’d taken it to town 🥹 . I parked it on the Plain roundabout near the Cape of Good Hope pub. Secured it with a Diamond grade lock. If you saw anything please let me know.
Layla with bike
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Jake Anders @jakeanders.uk · 04/07/2026
New article: Experimental education research: rethinking why, how, and when to use random assignment Out today (even though it’s Saturday): doi.org/10.1080/1380... With @drsamsims.bsky.social @mjinglis.bsky.social @benweidmann.bsky.social @benstyles.bsky.social & Hugues Lortie-Forgues
doi.org
Experimental education research: rethinking why, how, and when to use random assignment
Over the last twenty years, education researchers have increasingly conducted randomized experiments. Such experiments are usually designed in the hope of supporting comparisons of cost effectivene...
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Said Hassan @saidhassan.bsky.social · 03/07/2026
New paper out in @sociologicalsci.bsky.social on teacher sorting and the impact of teacher qualifications on student achievement. Read more here:
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Julia M. Rohrer @dingdingpeng.the100.ci · 02/07/2026
Had to read this one to figure out whether it's as click-bait-y as the title. As somebody who has written a lot about causal inference with observational data, I'm quite conflicted about it.> asteriskmag.substack.com/p/the-case-a...
asteriskmag.substack.com
The case against randomized controlled trials
Everyone knows RCTs are the gold standard of evidence...right?
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UCL Centre for Education Policy & Equalising Opportunities @cepeo-ucl.bsky.social · 11/06/2026
🚨🚨 4 weeks to go until the 2026 CEPEO #annyleccy! 🚨🚨 Prof. Jacob is going to tell us what happened when schools banned phones in the US -- just as a widespread ban (probably) comes into force in the UK. Sign up at the link below!
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Des Fitzgerald @desfitzgerald.bsky.social · 05/06/2026
Interesting research job for a quant sociologist at the ESRI in Dublin. 5-year contract with possibility of permanency. €93k. candidate.hr-manager.net/ApplicationI...
candidate.hr-manager.net
Senior Research Officer in Sociology
The Economic and Social Research Institute (ESRI) has a long-established tradition of sociological research, and we wish to recruit a sociologist with excellent
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Tobias Rüttenauer @ruettenauer.bsky.social · 28/05/2026
📢 Open positions! I’m recruiting 2 postdocs + 3 PhD positions at C³S, @goetheuni.bsky.social in #ClimateJustice, environmental inequality, #Demography & #ComputationalSocialScience 🌍📊💻 3–4 years + strong support for training🎒 Deadline: 23 June 2026 More: www.uni-frankfurt.de/48794987/Zen...
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UCL Centre for Education Policy & Equalising Opportunities @cepeo-ucl.bsky.social · 18/05/2026
A new Economics of Education Research Centre (EERC) — run by CEPEO, @cep-lse.bsky.social and @theifs.bsky.social — has been awarded a ~£3m DfE contract to build the evidence base on economic and social returns to education and skills, from early years to post-16. www.ucl.ac.uk/consultants/...
ucl.ac.uk
UCL-led consortium wins bid to launch new education economics centre
A contract worth almost £3 million has been awarded by the Department for Education (DfE) to UCL Consultants Ltd, to establish a research centre for education economics.
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Nick Huntington-Klein @nickchk.com · 12/05/2026
I have a new working paper out today, looking at the impact of educational use of ChatGPT/AI on student test scores. Importantly, this is overall student-led use (incl for cheating!), not specialized AI tutoring tools. To my surprise, I found... no effect at all! arxiv.org/abs/2605.08812
arxiv.org
Little Impact of ChatGPT Availability on High School Student Test Score Performance
In educational settings, AI can be used as a learning aid, but can also be used to avoid schoolwork, thereby passing classes while learning little. Many existing studies on the impact of AI on educati...
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Hetan Shah @hetanshah.bsky.social · 09/05/2026
Good data is essential for policy. Today it’s been a year since we had a permanent National Statistician. No news on what is happening with the current recruitment which began Oct 2025. This is an under the bonnet issue that points to state failure 🧵 uksa.statisticsauthority.gov.uk/news/stateme...
uksa.statisticsauthority.gov.uk
Statement: Sir Ian Diamond steps down as National Statistician
Today the UK Statistics Authority has announced the resignation of Sir Ian Diamond as the UK’s National Statistician. Since joining the organisation more than five and a half years ago, Sir Ian has l...
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UCL Centre for Education Policy & Equalising Opportunities @cepeo-ucl.bsky.social · 06/05/2026
📢WE'RE HIRING! 1 pre-doc and 1 post-doc position, both until 31 March 2028 initially. We're a super friendly multi-disciplinary team, though these positions have a strong economics focus. Closing date 20th May. Please share widely! Pre-doc: tinyurl.com/3t75je4a Post-doc: tinyurl.com/ycyrzaxp
tinyurl.com
UCL – University College London
UCL is consistently ranked as one of the top ten universities in the world (QS World University Rankings 2010-2022) and is No.2 in the UK for research power (Research Excellence Framework 2021).
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Jake Anders @jakeanders.uk · 29/04/2026
New findings out today from @theeef.bsky.social on the impacts of setting cf. mixed attainment in early secondary maths. www.theguardian.com/education/20...
theguardian.com
Teaching in classes grouped by ability does not hamper progress of less able pupils, study finds
Research on maths teaching in English secondary schools upends decades of debate over mixed-ability education
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LEARN EU @learnineq.bsky.social · 23/04/2026
New data alert! 🚨 Our #LEARNineq team at UCL CEPEO is diving into the latest wave of the Millennium Cohort Study. Tracking UK people born in 2000, it looks at changes in education, work, health & families to help tackle educational inequality. Learn more: cls.ucl.ac.uk/millennium-c...
cls.ucl.ac.uk
Millennium Cohort Study Age 23 data now available | CLS
Data from the Millennium Cohort Study (MCS) Age 23 Sweep are now available to download from the UK Data Service.
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UCL Centre for Education Policy & Equalising Opportunities @cepeo-ucl.bsky.social · 28/04/2026
📢 Upcoming seminar (UCL CEPEO Spring Series 2026) Revisiting the 'Dominance Approach': An appropriate measure of social origin for those born in Great Britain during the 1950s–1980s? 🎤 Dr Michael Vallely (University of Strathclyde) 📅 30 April 2026 ⏰ 3pm (UK) 🔗 Join us: ucl.zoom.us/webinar/regi...
ucl.zoom.us
Welcome! You are invited to join a webinar: CEPEO Seminar Series. After registering, you will receive a confirmation email about joining the webinar.
Welcome! You are invited to join a webinar: CEPEO Seminar Series. After registering, you will receive a confirmation email about joining the webinar.
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Per Engzell @pengzell.bsky.social · 27/04/2026
If you're a current or recent PhD student based in London and using quantitative methods...we're currently recruiting TAs for next year, get in touch!
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Leighton Andrews @leightonandrews.bsky.social · 26/04/2026
This is excellent from @samfr.bsky.social Why saving universities is far more than academic observer.co.uk/news/columni...
observer.co.uk
Why saving universities is far more than academic
Modern Britain needs young people with degrees – here’s how to make sure they still have somewhere to study them
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Daisy Christodoulou @daisychristo.bsky.social · 26/04/2026
Why do we still run marathons even though it is much quicker to get a train or taxi? Why should we learn to write even though it is much quicker to get the LLM to do it for us? Sometimes the aim of doing something is to do it. There is no shortcut. substack.nomoremarking.com/p/what-is-th...
nomoremarking.com
No More Marking
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James Ball @jamesrball.com · 25/04/2026
This would be bad at any time, but while the government is talking g about an AI revolution and automating / digitising the state with a data revolution etc, it's absolutely insane. Statistics are at the bedrock of all of this stuff.
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Jake Anders @jakeanders.uk · 16/04/2026
How did you get this footage of me?
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UCL Centre for Education Policy & Equalising Opportunities @cepeo-ucl.bsky.social · 14/04/2026
Considering using Longitudinal Educational Outcomes (LEO) data in your research? Seems daunting? CEPEO, funded by @adr-uk.bsky.social, are working with DfE to help! Presenting a synthetic version of LEO to download & explore today: datacatalogue.ukdataservice.ac.uk/studies/stud...
datacatalogue.ukdataservice.ac.uk
UK Data Service
The UK Data Service provides access to a wide range of economic, social, and population data for research, teaching, and learning.
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Jake Anders @jakeanders.uk · 13/04/2026
Still time to register and join me for an introduction to some of the practicalities of doing youth transitions research using administrative data tomorrow lunchtime Registration link below ⬇️⬇️⬇️
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Per Engzell @pengzell.bsky.social · 08/04/2026
A postdoc position is now available in my project Markets and Mobility: How Employers Structure Economic Opportunity. Start date flexible within the next 12 months, apply by 9 May. www.ucl.ac.uk/work-at-ucl/...
ucl.ac.uk
UCL – University College London
UCL is consistently ranked as one of the top ten universities in the world (QS World University Rankings 2010-2022) and is No.2 in the UK for research power (Research Excellence Framework 2021).
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UCL Centre for Education Policy & Equalising Opportunities @cepeo-ucl.bsky.social · 09/04/2026
📢📢 interested in doing research on youth transitions using adminstrative data? 📢📢 join our very own @jakeanders.uk who will be giving a practical introduction to exactly that next tuesday (14/04) online sign up for the webinar here: zoom.us/webinar/regi... @adruk.bsky.social community catalyst
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Hetan Shah @hetanshah.bsky.social · 08/04/2026
May I interest you in £10k for humanities or social science research? Our small grants scheme is open. Apply by 3rd June. We allocate through partial randomisation - awarding randomly between all applications that meet our quality threshold www.thebritishacademy.ac.uk/funding/sche...
thebritishacademy.ac.uk
British Academy/Leverhulme Small Research Grants
The British Academy/Leverhulme Small Research Grants are available to support primary research in the humanities and social sciences. These awards, up to £10,000 in value and tenable for up to 24 mont...
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UCL Centre for Education Policy & Equalising Opportunities @cepeo-ucl.bsky.social · 08/04/2026
The government has announced a cap of 6% interest on plan 2 and 3 student loan interest ahead of the publication of the March RPI inflation figure, which is used to set interest rates for the following academic year. Who will benefit? [1/5]
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Jake Anders @jakeanders.uk · 02/04/2026
No relation
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Katy Morris @katymorris.bsky.social · 30/03/2026
New in @europeansocreview.bsky.social with brilliant @kostermann.bsky.social & @patzinaalex.bsky.social 🌟 Apprenticeship dropout is known to be associated with €€€ penalties, but less clear whether dropout causes later income losses. Matters for policy: what should interventions target?
doi.org
Stratified scars: social inequality in the labour market consequences of apprenticeship dropout
Abstract. While the association between apprenticeship dropout and negative labour market consequences is well documented, the causal link and social strat
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Helen Czerski @helenczerski.bsky.social · 30/03/2026
Maybe these need to be put on a few menus/supermarket walls. These are from the UK National Food Strategy, showing the proportion of UK land used for different things (huge for beef/lamb, tiny for crops), & where we get our calories and protein (68% & 52% from plants). The difference is staggering.
Map of the UK, showing the huge proportion of land used for beef, dairy and lamb production and the tiny proportion used for crops, next to a plot showing that 68% of UK calories and 52% of our protein come from the plants.
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UCL Centre for Education Policy & Equalising Opportunities @cepeo-ucl.bsky.social · 24/02/2026
The long-awaited Schools White Paper, “Every child achieving and thriving,” arrived yesterday with lots to digest. At the UCL Centre for Education Policy & Equalising Opportunities, we study how policy can reduce inequality and improve life chances. Here are 5 takeaways from CEPEO 👇
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Andrew Barnas @andrewbarnas.bsky.social · 20/02/2026
Structural Equation Modeling [2026, colourized] #rstats
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Jake Anders @jakeanders.uk · 17/02/2026
What a timewaster Microsoft 365 Copilot is (a 2 act play, edited for brevity). Me: Could you help me set up a scheduling poll? Copilot: Just let me know your availability! Me: Can you see my calendar? Copilot: I can definitely read your calendar and do this automatically — if you grant permission.
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The Sutton Trust @suttontrust.bsky.social · 13/02/2026
📣A journal article from the COSMO Study's @jakeanders.uk and @ericaholtwhite.bsky.social has been published in Social Indicators Research! The article uses COSMO data to highlight inequalities in young people’s subjective wellbeing and mental health in the wake of the pandemic 🧵
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Ryan Briggs @ryancbriggs.net · 11/02/2026
I have a new paper. We look at ~all stats articles in political science post-2010 & show that 94% have abstracts that claim to reject a null. Only 2% present only null results. This is hard to explain unless the research process has a filter that only lets rejections through.
It must be very hard to publish null results
Publication practices in the social sciences act as a filter that favors statistically significant results over null findings. While the problem of selection on significance (SoS) is well-known in theory, it has been difficult to measure its scope empirically, and it has been challenging to determine how selection varies across contexts. In this article, we use large language models to extract granular and validated data on about 100,000 articles published in over 150 political science journals from 2010 to 2024. We show that fewer than 2% of articles that rely on statistical methods report null-only findings in their abstracts, while over 90% of papers highlight significant results. To put these findings in perspective, we develop and calibrate a simple model of publication bias. Across a range of plausible assumptions, we find that statistically significant results are estimated to be one to two orders of magnitude more likely to enter the published record than null results. Leveraging metadata extracted from individual articles, we show that the pattern of strong SoS holds across subfields, journals, methods, and time periods. However, a few factors such as pre-registration and randomized experiments correlate with greater acceptance of null results. We conclude by discussing implications for the field and the potential of our new dataset for investigating other questions about political science.
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Leah Natasha Glassow @lnglassow.bsky.social · 31/01/2026
Where in the world does typical teacher professional development address educational inequity? Out now w/ Nils Kirsten and Jan-Eric Gustafsson! And since Bluesky seems to like econometrics, the #OA study uses a within-student-between-subject approach :) link.springer.com/article/10.1...
link.springer.com
Investigating the relationship between educational inequity and teacher participation in professional development: A cross-national and quasi-experimental approach using TIMSS - Educational Assessment...
The relationship between improving teaching through professional development (PD) and promoting educational equality remains under-researched. This study addresses this gap using a cross-national and ...
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Jake Anders @jakeanders.uk · 26/01/2026
Great new book out edited by @mcazaola.bsky.social on the effects of the Covid-19 pandemic on education, focusing on learning disruption and recovery from that disruption. www.bloomsbury.com/9781350520523
Book cover of "Global Perspectives on Recovery from Learning Disruption: Educational Responses to the Covid-19 Pandemic"
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