January 2017
Project Library
Progress in International Reading Literacy Study (PIRLS) 2016
PIRLS 2016 is the fourth cycle of the Progress in International Reading Literacy Study, coordinated by the International Association for the Evaluation of Educational Achievement (IEA).
Setting and maintaining standards in national examinations
December 2018
Examination standards are not well defined in theoretical terms and this leads to problems in their public understanding, with consequent periodic crises in public confidence.
Social Impact Bond – Moving from Residential to Foster Care
September 2018
Evaluation of Birmingham City Council’s Step Down Programme
Some young people in residential care have poor outcomes and are placed too far from their families to maintain any contact.
Ethics review of machine learning in children’s social care
January 2020
The Rees Centre is partnering with The Alun Turing Intitute, the national institute for data science and artificial intelligence, to conduct this review commissioned by the What Works Centre for Children’s Social Care.
Cost calculator for children’s services
October 2019
What is the CCfCS?
Attachment Aware Schools Programme Evaluation
February 2017
The Attachment Aware Schools Programme was initially developed as a partnership between Bath Spa University, Bath and North East Somerset Council and the National College for Teaching and Leadership and a range of third sector organisations, attachment specialists and schools.
Starting Out Right: Early Education and Looked After Children
December 2016
Looked after children (LAC) are those for whom the state assumes parental responsibility because the adults caring for them – usually the birth parent/s – are no longer able to.
Quality and Inequality in the Early Years
October 2024
Research tells us that high quality early years provision can help to narrow the attainment gap between disadvantaged children and their more affluent peers.
Language and Literacy Learning in the Akshara-based Languages of India
January 2018
This project followed children in Akshara-based language regions of India for their first two years of schooling to understand who were at risk for later difficulties in reading and spelling.
Young-beginner learners: the relationship between decoding ability and motivation
December 2011
This study examined the relationships between decoding ability (the ability to relate graphemes to phonemes), in French as a foreign language, self-reported use of such decoding, and dimensions of motivation, specifically self-efficacy and attribution, among young-beginner learners in England.
Young-beginner learners: an intervention into reading and writing skills and strategies
December 2008
This was an intervention study of reading comprehension among young-beginner learners of French as a foreign language (L2) in England.