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What works in gifted education? A literature review

The role of targeted education programmes in stimulating higher achievement among gifted children is a hotly debated topic in education – perhaps nowhere more so than in England, where more than a decade of concerted effort in the late 90s and 2000s has served only to intensify dispute about who should qualify when funding is limited, and to increase tensions around the equity agenda.

CfEE Annual Research Digest 2017-18: evidence from the developing world

“Developing” countries (those below the $12,000 per capita income threshold for rich countries) make up 36 per cent of the world economy, but 83 per cent of world population, and 87 per cent of the world’s school pupils.

Human capital and business stay-up: the relationship between education, skills, and entrepreneurial success

In recent decades, governments worldwide have employed an array of different policy tools to try to increase start-up rates in their countries, but relatively little attention has been paid to how to support ‘business stay-up’.

A digital divide? Randomised evidence on the impact of computer-based assessment in PISA

This paper looks at one of the most important alterations: the move to computer-based assessment in 2015. Between 2000 and 2012, PISA was carried out as a regular paper-based assessment. However, in 2015, pupils in the great majority of countries instead took the test on a computer. Since the change to computer-based assessment could affect pupil performance by itself – in ways that differ between countries – it has the potential to reduce comparability of PISA test scores across countries and over time.

Optimising autonomy: a blueprint for education reform

The English school system has ostensibly been moving in the direction of greater autonomy over several decades, but having been apparently taken to a new level in 2010 with the introduction of free schools and broader offer of academy status, doubts have begun to emerge as to whether these most recent reforms have made any real difference to student outcomes.