Department of Education

Rebecca Allen

Honorary Research Fellow

Becky Allen is Chief Analyst and a co-founder of Teacher Tapp, the largest teacher survey and professional development tool in the UK.

Until 2018, she was Professor of Education at UCL Institution of Education and over her academic career she has written extensively on school accountability, admissions, expenditure and teacher careers. An economist by training and former secondary school teacher, she is an expert in the analysis of large datasets. Between 2014 and 2017, she was the founding Director of Education Datalab, a non-profit research organisation that has developed a reputation for making complex, quantitative analysis accessible for those involved with running schools. In 2018, she chaired a Government working group to review how data is used in schools. In addition to her day job at Teacher Tapp, Becky continues to work directly with schools on research to help them make better use of data and with academics studying teachers. Her book on teacher careers called ‘The Teacher Gap’ was published last year.

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Greaves, E., Belfield, C. and Allen, R. (2019). Do trainee teachers harm pupil attainment? Isolating the effect of pre-service teachers on contemporaneous pupil performance in ‘high-stakes’ tests, British Education Research Journal, Forthcoming.

Allen, R. and Teacher Workload Advisory Group (2018). Making data work. Report of the teacher workload advisory group, London: Department for Education. Available for download.

Allen, R. and Higham, R. (2018). Quasi-markets, school diversity and social selection: Analysing the case of free schools in England, five years on, London Review of Education, 16 (2), 191-213.

Allen, R. and Sims, S. (2018). The Teacher Gap, London: Routledge.

Allen, R. and Sims, S. (2018). Do pupils from low-income families get low-quality teachers? Indirect evidence from English schools. Oxford Review of Education 44 (4), 441-458.

Smith-Woolley, E., Pingault, J-B., Selzam, S., Rimfeld, K., Krapohl, E., von Stumm, S., Asbury, K., Dale, P., Young, T., Allen, R., Kovas, Y. and Plomin, R. (2018). Differences in exam performance between pupils attending selective and non-selective schools mirror the genetic differences between them. npj Science of Learning, 3(1),3.

Sims, S. and Allen, R. (2018). Identifying schools with high usage and high loss of newly qualified teachers. National Institute Economic Review, 243 (1), R27-R36.

Allen, R., Burgess, S. and Mayo, J. (2018). The teacher labour market, teacher turnover and disadvantaged schools: new evidence for England, Education Economics, 26(1), 4-23.

Allen, R. and Bartley, J. (2017). The Role of the Eleven-Plus Test Papers and Appeals in Producing Social Inequalities in Access to Grammar Schools, National Institute Economic Review, 240(1), R30 – R41.

Allen, R. and Allnutt, J. (2017). The impact of Teach First on pupil attainment at age 16, British Educational Research Journal, 43(4), 627-646.

Allen, R. (2015). Education Policy (An analysis of the economic record of the Coalition Government), National Institute Economic Review, No. 231 (R36-R43).

Green, F., Allen, R. and Jenkins, A. (2015). Are free schools socially selective? A quantitative analysis. British Educational Research Journal, 41(6) 907-924.

Allen, R., Burgess, S., Davidson, R. and Windmeijer, F. (2015). More Reliable Inference for the Dissimilarity Index of Segregation, The Econometrics Journal,18(1) 40-66.

Allen, R. and Vignoles, A. (2015). Can school competition improve standards? The case of faith schools in England, Empirical Economics, 50(3) 959-973.

Allen, R. and Burgess, S. (2013). Evaluating the provision of school performance information for school choice, Economics of Education Review, 34 (June 2013) pp.175-190.

Allen, R., Burgess, S. and McKenna, L. (2013). The short-run impact of using lotteries for school admissions: early results from Brighton and Hove’s reforms, Transactions of the Institute of British Geographers, 38(1) pp.149-166.

Allen, R. (2013). Measuring foundation school effectiveness using English administrative data, survey data and a regression discontinuity design, Education Economics, 21(5) pp.431-446.

Allen, R., Coldron, J. and West, A. (2012). The effect of changes in published secondary school admissions on social composition, Journal of Education Policy, 27(3) pp.349-366.

Grubb, W.N. and Allen, R. (2011). Rethinking school funding, resources, incentives, and outcomes, Journal of Educational Change, 12(1), 121-130.

Allen, R. and West, A. (2011). Why do faith secondary schools have advantaged intakes? The relative importance of neighbourhood characteristics, social background and religious identification amongst parents, British Educational Research Journal, 37(4), 691-712.

Allen, R. and West, A. (2009). Religious schools in London: school admissions, religious composition and selectivity, Oxford Review of Education, 35(4), 471-494.

Allen, R. and Vignoles, A. (2007). What should an index of school segregation measure?, Oxford Review of Education, 33(5), 643-668.

Allen, R. (2007). Allocating pupils to their nearest school: the consequences for ability and social stratification, Urban Studies, 44(4), 751-770.

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