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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 · 21h
“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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Jake Anders @jakeanders.uk · 21/09/2026
news.sky.com/story/the-wa...
news.sky.com
The Wargame: New Sky News and Tortoise Media podcast series simulates a Russian attack on UK
Former senior politicians, including Sir Ben Wallace, Jack Straw and Amber Rudd, play a fictional British government pitched against an imagined Kremlin.
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Jake Anders @jakeanders.uk · 21/09/2026
I’m assuming this is essentially a remake of the podcast they did with Tortoise? Easier not to seem ridiculously over the top in that format, perhaps, although it has its moments…
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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
But no matter all these changes, even when it’s no longer and island, the Isle of Wight will always by Conservative.
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Jake Anders @jakeanders.uk · 22/08/2026
I am trying to make peace with living in Green, despite what I thought was my council having split in two (half heading north, half heading west into Wales). Meanwhile, my parents are presumably delighted that their adoptive county has finally been re-annexed by their home county of Hampshire.
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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 · 11/08/2026
At least it’s in the future. Mine likes to text me a few days later about work that is already completed.
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Jake Anders @jakeanders.uk · 03/08/2026
The change from "skipped a whole day of school" to "missed a whole day of school" changes the meaning rather a lot, likely from truancy to absence for any reason. Read all about this cautionary tale in our new paper: link.springer.com/article/10.1...
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Jake Anders @jakeanders.uk · 03/08/2026
However, in some countries, in some years, these changed in ways that were never mentioned in international documentation and could only be spotted by wading through copious national documentation.
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Jake Anders @jakeanders.uk · 03/08/2026
Do you know the survey question that was used to generate the data you are analysing? Are you sure? Because many people probably thought they were sure about the questions on student truancy in PISA data.
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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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Jake Anders @jakeanders.uk · 20/07/2026
This should have got much more.
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Jake Anders @jakeanders.uk · 20/07/2026
It is impressive how the king is balancing that vase on his head, though.
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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
Studies using these methods should be complementary, hopefully helping to guide planning of a research programme in which studies focus on what they can best deliver towards that overall programme. It should not be taken as an overall critique of either set of methods.
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Jake Anders @jakeanders.uk · 04/07/2026
We particularly posit that RCTs are most useful for building and testing theory, while robust quasi-experimental designs (where greater statistical generalisability is often feasible) are likely to be better placed to inform policy and practice decision making directly.
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Jake Anders @jakeanders.uk · 04/07/2026
In this article we set out to think systematically about their strengths and weaknesses in the context of education research. We hope the framework we propose helps to guide thinking about when they are that right tool, and when alternatives better balance those strengths and weaknesses.
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Jake Anders @jakeanders.uk · 04/07/2026
Those of you who know my research know I think randomised trials are a really important part of impact evaluation in education research. But, of course, they have limitations and so they’re not always the right tool for the job.
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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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Jake Anders @jakeanders.uk · 28/06/2026
This is so true, albeit train quality dipped for a while there, but it’s supposedly getting better again. And there is no peak period out of Marylebone in the evening, unlike Paddington.
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Jake Anders @jakeanders.uk · 25/06/2026
And a mirror at the end, naturally.
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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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Jake Anders @jakeanders.uk · 12/05/2026
She did recently manage to secure one. I think the 6am shift is crucial.
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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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Jake Anders @jakeanders.uk · 12/05/2026
This seems a bit late in the day to be posting that. The action all seems to be about 6am if my wife’s experience is anything to go by(!)
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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
The difference on Ofsted ratings is a limitation. Again, with the sample of mixed attainment schools available we did the best matching we could, prioritising intake attainment and its distribution. Ofsted rating was less well balanced than we’d’ve liked, which is reflected in EEF’s security rating.
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Jake Anders @jakeanders.uk · 29/04/2026
So, the samples being different size is on purpose and fully factored into the analysis. There just aren’t many mixed attainment schools so increasing the size of the comparison group helps with having enough sample size overall.
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Jake Anders @jakeanders.uk · 29/04/2026
On 'socially', it depends what you mean by that — and it could just be that we didn't cover that in this study, which doesn't mean it's not important — but the self-confidence findings in there (albeit specifically self-confidence in maths) give some evidence in that space.
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Jake Anders @jakeanders.uk · 29/04/2026
I think the bigger message are the gaps that aren't there than the gaps that are. But generally I do think 2 months learning in maths (for all the challenges there are with trying to convert into 'months of progress' is important.
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Jake Anders @jakeanders.uk · 29/04/2026
Not taken as such, but I think it’s important context. As you say, let’s hope it’s symptomatic.
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Jake Anders @jakeanders.uk · 29/04/2026
Obviously, matching studies are always a challenge with potential unobserved differences between schools, but we put together and had peer reviewed the best approach we thought possible to deliver evidence on an important issue.
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