Read the full report here: publications.parliament.uk/pa/ld5901/ld...

"We recommend further that the Government should implement a dataset that covers the analysis of the relationship between parental income and educational outcomes for a wider section of the population rather than just those claiming certain benefits." Paragraph 213, p.51.

"We recommend that the Government publishes a timetable detailing the progress of the linkage of LEO data and the Pupil Parent Matched Dataset and when ... it will begin to be available for research and policy purposes by the end of the current Parliament." Paragraph 212, p. 51.

"The Government should increase the household income threshold at which a student can get the maximum maintenance loan during their time at university, to match inflationary rises." Paragraph 182, p. 42.

There is still a lot of work to be done on these qualifications if they are to meet the aims set out for them.

Finally, the attention paid to recommendations for addressing some of the weaknesses in the implementation and understanding of T Levels by all stakeholders is highly welcome, given the challenges they currently face (econpapers.repec.org/RePEc:ucl:ce...).

would encourage the government to take this opportunity of the proposed curriculum sequencing changes in Key Stage 1 and 2 to strengthen the fundamentals at EYFS.

We would still like to see greater change to ensure acquisition of early maths skills, which our evidence suggests not to receive the same emphasis as the underpinnings for literacy provided by phonics (econpapers.repec.org/RePEc:ucl:ce...), and…

Our evidence discussed reasons why these are not incompatible, but this must be done carefully.

Steps to ensure all pupils can and do access a broad curriculum are welcome, as long as this does not conflict with continuing to prioritise ensuring all pupils gain the vital literacy and numeracy skills that remain central to their futures.

underpinned by its endorsement of “the principle that non-exam assessment should be used only when it is the only valid way to assess essential elements of a subject” which reflects the risks emphasised in CEPEO’s evidence of bias from teacher assessment.

Upper Secondary Pathways and Progression to Further Study
econpapers.repec.org/paper/uclcep...

Private highs: Investigating university overmatch among students from elite schools
econpapers.repec.org/paper/uclcep...

Estimating heterogeneous returns to college by cognitive and non-cognitive ability
econpapers.repec.org/paper/uclcep...

Who's in the talent pool? Understanding diversity in labour market entrants across England
econpapers.repec.org/paper/uclcep...

Degrees of Demand: Price Elasticity in Higher Education
econpapers.repec.org/paper/uclcep...

Measuring systematic gaps in teacher judgement: A new approach
econpapers.repec.org/paper/uclcep...

Blending Academic and Vocational Education: The Impact of T Levels
econpapers.repec.org/paper/uclcep...