Staff profile

Stephen Gorard is Director of the Durham University Evidence Centre for Education (DECE) https://www.dur.ac.uk/dece/, Professor of Education and Public Policy at Durham University. He has previously held chairs in social science and education at Cardiff, York and Birmingham. He is a Fellow of the Academy of Social Sciences, the Royal Society of Arts, and the Wolfson Research Institute. He is a member of the ESRC Commissioning panel for the Research Methods Programme, the grant awarding panel for the British Academy, and the National Center of Science and Technology Evaluation, Kazakhstan. He has been a member of the ESRC GAP for Education, ESRC Commissioning Panel for Research Seminars and Strategic Networks, the ESRC Research Methods Programme, and on the expert roster for 3ie – the International Initiative for Impact Evaluation, a Methods Expert for the US government Institute of Education Science, and Independent Expert for the EU Horizon 2020 Research and Innovation programme. He is also an evaluator/reviewer for the National Council for Scientific and Technological Development, Brazil, the Croatian Science Foundation (HRZZ), Fundação para a Ciência e a Tecnologia, I.P. (FCT), the Portuguese public funding agency for R&D, and The Executive Agency for Higher Education, Research, Development and Innovation Funding, Romania.

His work concerns the robust evaluation of education as a lifelong process, focused on issues of equity and effectiveness. He has received over £20m of external funding. He regularly gives advice to governments and other policy-makers, including oral and written advice to the House of Commons Education Committee, Scottish Parliament and Welsh Government. He is also a widely read and cited methodologist, involved in international and regional capacity-building activities, and used regularly as an adviser on the design of evaluations by central and local governments, NGOs and charities. He is currently a recognised evaluator for the European Commission Directorate-General for Education and Culture, Department of Education (England), the Department of Work and Pensions, the Cabinet Office, the Food Standards Agency, the Learning and Skills Information Service, the Educational Endowment Foundation, and the Youth Endowment Fund.

He is author of nearly 1,000 books and papers. His work has generated considerable media interest, with a press, radio or TV story appearing once per fortnight on average, including Newsnight, National News, Sky News, BBC2 documentaries, BBC Radio Five Live, and BBC Radio Four 'Today Programme', 'The Learning Curve', and ‘Womans Hour’. Among other awards he has won the Society of Educational Studies Book Prize, the Emerald Publishers Literati Prize for Outstanding Paper, the BERA Research Intelligence Paper Prize, and the Birmingham University Award for Excellence in Doctoral Supervision. 'Creating a Learning Society' - one of his 20+ books so far - was selected by the British Educational Research Association as one of the landmark studies of the past 40 years. Research Papers in Education have re-published 30 landmark papers to celebrate 30 years of the journal, including two by Stephen Gorard. His 2018 article on grammar schools for the British Journal of Sociology of Education is the most downloaded of all time (https://www.tandfonline.com/doi/full/10.1080/01425692.2018.1443432). His work is listed in the A-level Sociology syllabus (https://www.aqa.org.uk/resources/sociology/as-and-a-level/sociology/teach/teaching-guide).

Stephen studied Psychology with Statistics at University College London, gaining a PGCE with distinction in Mathematics and Computing from the University of London IoE, a Masters in Education Management and a PhD in Social Sciences from Cardiff University. He taught for 13 years in secondary schools in England and Wales, including being head of department, and deputy headteacher.

Information for prospective doctoral research student supervisions

Professor Stephen Gorard is interested in working with doctoral researchers in a wide range of areas relating to equity and effectiveness in lifelong education - such as school intake stratification, attainment, school effects, school improvement, wider school outcomes, patterns of post-compulsory participation, widening participation, and education and social justice more generally. Stephen is also keen on work intended to enhance the quality of education research, including study design, design-based research, mixing large existing datasets with other forms of data, randomised controlled trials, and developing robust alternatives to RCTs.

 

Completed supervisions 'since 2008'

Impact assessment of STEM initiatives in improving educational outcomes

Evaluating the impact of instruction in critical thinking on the critical thinking skills of English language learners in higher education.

Relationship Between Principals’ Instructional Leadership and School Effectiveness. Does It Make a Difference? Evidence from the Maldives.

An Evaluation of the ‘Philosophy for Children’ programme: The impact on Cognitive and Non-Cognitive Skills.

The investigation and evaluation of the support mechanisms offered to adults with a diagnosis of dyslexia in higher education study.

Impact assessment of STEM initiatives in improving educational outcomes. 

The Effectiveness and Equity of Grammar Schools in England.

How good are value-added measures of teacher performance? A review and empirical investigation using data from Turkey. 

A Consideration of Cooperative Learning to Enhance Pre-service Teachers’ Achievement in Tertiary English as a Foreign Language (EFL) Classrooms in Thailand.

Is Progress 8 a valid and reliable measure of school effectiveness?

Family, school and jobs: intergenerational social mobility in Next Steps.

• Durham University Evidence Centre for Education (DECE)
• Education and social justice
• Equity and effectiveness in lifelong education
• Higher and Further Education
• Quality of education research

• 2022: Most published/cited UK author in education Web of Science over the last 50 years, and top ten in the world:
• 2022: Promotions panel member, University of Haifa:
• 2022: Chair, Education Panel , Periodic Evaluation of Research (REF). Ministry of Education, Science, Research and Sport of the Slovak Republic:
• 2021: Grants reviewer for the William T Grant Foundation:
• 2021: Evidence in Education Forum, Jordan Ministry of Education:
• 2021: External examiner – British University of Dubai:
• 2021: Reviewer for the Trans-Atlantic Platform (T-AP) for Social Sciences and Humanities:
• 2021: Visiting Professor, Plymouth Marjon University:
• 2021: Adviser for Teach First and Mission 44, recruiting more Black STEM graduates:
• 2021: Advisory Group on Disadvantaged pupils in England, EPI/Nuffield:
• 2021: Promotions panel member, University of Haifa:
• 2021: Panel member, The Fundação para a Ciência e a Tecnologia, I.P. (FCT), Portugal:
• 2021: Reviewer ESRC DTP Pathways:
• 2021: Oliver.Harness@hartlepool.gov.uk: Building Civic partnership in Hartlepool, Adviser Lead SRS compliance
• 2020: Member Cabinet Office What Works Advice panel for civil servants, Prime Minister’s Implementation Unit:
• 2020: Adviser to DfE Open Innovation Team on Teacher quality and supply:
• 2019: Round Table, Future Perfect Education Commission, Parliament, 25/10/19:
• 2019: Member, DfE Advisory Group for Holiday Activities and Food:
• 2019: Ambassador, Ednorth Programme:
• 2015: Two landmark papers selected to celebrate 30 years of Research Papers in Education: http://explore.tandfonline.com/content/ed/rred-thirtieth-anniversary-virtual-special-issue
• 2015: Written evidence, Education and Adoption Bill Committee: The conversion of coasting schools to Academies
• 2015: Written evidence, House of Commons Education Committee: The work of OFSTED
• 2015: ESRC Commissioning Panel: Seminar Series and Strategic Networks
• 2014: Cabinet Office: Academic Advisory Panel
• 2014: Education Select Committee: Invited to give oral evidence to the inquiry into the underachievement
  in education of White working class children
• 2014: Landmark Studies: Book by Durham author selected as one of the landmark studies over 40 years in education
• 2014: Written evidence, House of Commons Education Committee: Academies and Free Schools
• 2014: Written evidence, House of Commons Education Committee: Raising the leaving age
• 2014: Written evidence, House of Commons Education Committee: The summer birth problem
• 2014: DfE: Analytical Associate
• 2014: Grant Assessment Panel (Education): British Academy
• 2013: Keynote Speech: Association for the Study of Medicine Annual Conference, London November
  2013
• 2013: Overcoming disadvantage in education: Campaign for State Education Birmingham City University, October 2013
• 2013: Meet the author: Durham Book Festival, October 2013
• 2013: Collecting evidence and proving impact of widening access, Keynote Address: Implementing the National Access Strategy, plenary address to The House:
  Westminister Briefing London November 2013
• 2013: Teaching design as the basis for analysis: Keynote speech: HEA Re-energising undergraduate research methods pedagogy,
  Liverpool, June 2013
• 2013: Making research real: Keynote speech: NATCEN Learning Conference, Cardiff, June 2013
• 2013: Most cited education author: One of six UK academics in the world top 100 most cited education
  authors, according to Thompson Reuters ISCI
• 2013: Narrowing the attainment gap: Plenary address to The House: Westminster Briefing London October 2013
• 2013: Closing the gaps: Plenary panel member, Schools NE Rising to the Challenge Summit S James'
  Park, Newcastle, October 2013
• 2013: Chair and Opening Address: Policy Knowledge Raising Educational Attainment Policy Briefing, London,
  February 2013
• 2013: Invited address on Questioning P4C: SAPERE Annual Conference, Birmingham
• 2013: Tackling poverty: Welsh Government, Cardiff, March 2013
• 2013: Why mix methods? Keynote speech: White Rose DTC Annual Conference, Leeds, May 2013

Authored book

• Gorard, S., See, B., & Siddiqui, N. (2022). Making schools better for disadvantaged students. Routledge. https://doi.org/10.4324/9781003287353
• Gorard, S. (2021). How to make sense of statistics: Everything you need to know about using numbers in social science. SAGE Publications
• Gorard, S., Griffin, N., See, B., & Siddiqui, N. (2019). How can we get educators to use research evidence?. Lulu Press
• Gorard, S. (2018). Education policy: Evidence of Equity and Effectiveness. Bristol University Press
• Gorard, S., & Smith, E. (2018). Equity in Education: an international comparison of pupil perspectives, Chinese translation. East China Normal University
• Gorard, S., See, B., & Siddiqui, N. (2017). The trials of evidence-based education. Routledge
• Gorard, S., See, B., & Morris, R. (2016). The most effective approaches to teaching in primary schools: Rigorous evidence on effective teaching. LAP LAMBERT Academic Publishing
• Gorard, S., & See, B. (2013). Overcoming disadvantage in education. Routledge
• Gorard, S. (2013). Research Design: Robust approaches for the social sciences. SAGE Publications
• Gorard, S., See, B., & Davies, P. (2011). Do attitudes and aspirations matter in education?: A review of the research evidence. Lambert Academic Publishing
• Gorard, S., & Smith, E. (2010). Equity in Education: an international comparison of pupil perspectives. Palgrave Macmillan. https://doi.org/10.1057/9780230277335
• Gorard, S. (2008). Quantitative research in education: Volumes 1 to 3. SAGE Publications

Chapter in book

• Boliver, V., Gorard, S., & Siddiqui, N. (in press). A more radical approach to contextualised admissions. In Where Next for Widening Participation and Fair Access? New Insights from Leading Thinkers. In Where next for widening participation and fair access? (23-28). Oxford: HEPI/Brightside
• Siddiqui, N., Gorard, S., Dixon, P., See, B., Bulsari, S., Saeed, S., …Pandya, K. (in press). What matters in early childhood education? A natural experiment assessing children’s cognitive and social emotional learning?. In S. Gorard, & N. Siddiqui (Eds.), An International Approach to Developing Early Career Researchers: A Pipeline to Robust Education Research. Abingdon: Routledge
• Siddiqui, N., & Gorard, S. (in press). Building research capacity through a pipeline. In S. Gorard, & N. Siddiqui (Eds.), An International Approach to Developing Early Career Researchers: A Pipeline to Robust Education Research. London: Routledge
• Dong, L., Cairns, J., Huat See, B., & Gorard, S. (in press). Evaluation of the impact of Glasses-in-Classes on infant's educational outcomes. In S. Gorard, & N. Siddiqui (Eds.), An International Approach to Developing Early Career Researchers: A Pipeline to Robust Education Research. London: Routledge. https://doi.org/10.4324/9781003455066
• See, B. H., Gorard, S., & Morris, R. (2023). Tackling teacher shortages: doing the right thing at the right time and with the right evidence. In R. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education (Fourth Edition) (655-670). Elsevier. https://doi.org/10.1016/b978-0-12-818630-5.04084-7
• Siddiqui, N., & Gorard, S. (2022). Thinking bigger: The importance of an ambitious doctoral research project. In Making Your Doctoral Research Project Ambitious. Routledge
• See, B., Gorard, S., Morris, R., & Ventista, O. (2022). Rethinking the Complex Determinants of Teacher Shortages. In I. Menter (Ed.), Palgrave Handbook of Teacher Education Research. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-59533-3_2-1
• See, B., Morris, R., Gorard, S., Kokotsaki, D., & Abdi, S. (2022). Teacher recruitment and retention: a critical review of the most promising interventions. In Teachers Matter Improving Recruitment, Retention and Development of Teachers (47-92)
• Anderson, S. (2022). Can improving the academic buoyancy of secondary school students improve their school attendance?. In N. Siddiqui, & S. Gorard (Eds.), Making Your Doctoral Research Project Ambitious: Developing Large-Scale Studies with Real-World Impact (138-149). Routledge. https://doi.org/10.4324/9781003201366
• Gorard, S. (2021). Simple Statistical and Correlational Research. In Research Methodologies and Methods in Education. (3rd Edition)
• Gorard, S. (2021). Multiple linear regression. In .) Research Methodologies and Methods in Education. (3rd Edition)
• See, B., Gorard, S., Morris, R., & el-Soufi, N. (2020). How to recruit and retain teachers in hard-to-staff areas: A systematic review of the empirical evidence. In T. Ovenden-Hope, & R. Passy (Eds.), Exploring teacher recruitment and retention (148-162). Taylor and Francis. https://doi.org/10.4324/9780429021824-14
• Boliver, V., Gorard, S., & Siddiqui, N. (2020). Widening Participation in the UK. In Changing Higher Education for a Changing World. https://doi.org/10.5040/9781350108448.0016
• Gorard, S. (2020). Who judges the evidence for evidence-led teaching?. In C. Brown, J. Flood, & G. Handscomb (Eds.), The research-informed teaching revolution. Ipswich: John Catt
• Gorard, S., Boliver, V., & Siddiqui, N. (2018). How can contextualised admissions widen participation?. In M. Shah, & J. McKay (Eds.), Achieving Equity and Quality in Higher Education (307-326). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-78316-1
• Gorard, S. A., & Siddiqui, N. (2018). Refining measures of poverty and their impact on student progress in England. In X. Bonal, & C. Bellei (Eds.), Understanding school segregation (85-102). Bloomsbury
• Boliver, V., Gorard, S., & Siddiqui, N. (2017). How can we widen participation in higher education? The promise of contextualised admissions. In R. Deem, & H. Eggins (Eds.), The university as a critical institution? (95-110). Sense Publishers. https://doi.org/10.1007/978-94-6351-116-2_6
• Gorard, S. (2017). Statistical and Correlational Techniques. In R. Coe, J. Arthur, L. Hedges, & M. Waring (Eds.), Research methods and methodologies in education (119-124). (2nd ed.). SAGE Publications
• Gorard, S. (2017). Multiple linear regression. In R. Coe, M. Waring, L. Hedges, & J. Arthur (Eds.), Research methods and methodologies in education (348-355). (2nd ed.). SAGE Publications
• Harris, N., & Gorard, S. (2017). The United Kingdom. In H. Döbert, W. Hörner, B. von Kopp, & L. (. Reuter (Eds.), Die Bildungssysteme Europas (842-876). Baltmannsweiler: Schneider Verlag Hohengehren
• Gorard, S. (2017). An introduction to the importance of research design. In D. Wyse, N. Selwyn, E. Smith, & L. Suter (Eds.), The BERA/SAGE handbook of educational research (203-212). SAGE Publications
• Gorard, S. (2017). How should numeric data be analysed?. In D. Wyse, N. Selwyn, E. Smith, & L. Suter (Eds.), The BERA/SAGE handbook of educational research (753-768). SAGE Publications
• Harris, N., & Gorard, S. (2015). The Education System of the United Kingdom. In W. Hörner, H. Döbert, L. Reuter, & B. von Kopp (Eds.), Education systems of Europe (Updated Second Edition). (Updated second edition). Springer Dordrecht, Netherlands
• Gorard, S. (2014). The potential determinants of educational disadvantage. In C. Wood, & R. Scott (Eds.), Harnessing what works in eliminating disadvantage: a tale of two classrooms. Demos
• Harris, N., & Gorard, S. (2014). The Education System of the United Kingdom: Developments post 2008. In H. Döbert, W. Hörner, B. von Kopp, & L. Reuter (Eds.), Education Systems of Europe. Springer Dordrecht, Netherlands
• Gorard, S. (2013). An argument concerning overcoming inequalities in Higher Education. In N. Murray, & C. Klinger (Eds.), Aspirations, Access and attainment n Widening Participation: International Perspectives and an Agenda for Change. Routledge
• Gorard, S. (2012). Simple Statistical and correlational Research. In R. Coe, & J. Arthur (Eds.), Research Methodologies and Methods in Education. SAGE Publications
• Gorard, S., & Makopolou, K. (2012). Is mixed methods the natural approach to research?. In K. Armour, & D. Macdonald (Eds.), Research methods in physical education and youth sport (106-119). Routledge
• Gorard, S. (2012). Multiple linear regression made simple. In R. Coe, J. Arthur, L. Hedges, & M. Waring (Eds.), Research Methodologies and Methods in Education. SAGE Publications
• Gorard, S. (2011). Are Academies working?. In H. Gunter (Ed.), The State and Education Policy. Continuum
• Gorard, S., See, B., & Smith, E. (2008). The impact of SES on participation and attainment in science - an analysis of available data. In Exploring the relationship between socio-economic status and participation and attainment in science education (10-21). The Royal Society
• Gorard, S., & See, B. (2008). The impact of SES on participation and attainment in science - a review of existing literature. In Exploring the relationship between socio-economic status and participation and attainment in science education (22-29). The Royal Society

Edited book

• Gorard, S., & Siddiqui, N. (Eds.). (in press). An International Approach to Developing Early Career Researchers A Pipeline to Robust Education Research. Abingdon: Routledge. https://doi.org/10.4324/9781003455066
• Gorard, S. (Ed.). (2020). Getting Evidence into Education: Evaluating the Routes to Policy and Practice. Routledge

Journal Article

• Siddiqui, N., & Gorard, S. (in press). A survey of children’s learning and non-cognitive attitudes in England and Pakistan. Educational Review, https://doi.org/10.1080/00131911.2024.2331121
• Gorard, S. (2024). Judging the relative trustworthiness of research results: How to do it and why it matters. Review of Education, 12(1), Article e3448. https://doi.org/10.1002/rev3.3448
• Gorard, S., Ventista, O. M., Morris, R., & See, B. H. (2023). Who wants to be a teacher? Findings from a survey of undergraduates in England. Educational Studies, 49(6), https://doi.org/10.1080/03055698.2021.1915751
• Gorard, S. (2023). Segregation and the attainment gap for permanently disadvantaged pupils in England. Educational Review, 75(6), https://doi.org/10.1080/00131911.2021.2007055
• Siddiqui, N., Dixon, P., & Gorard, S. (2023). Is parental awareness of children's academic potential a good predictor of children's learning outcomes in Early Year's settings? Findings from two provinces in Pakistan and India. Journal of Social Sciences, 8(1), 8. https://doi.org/10.1016/j.ssaho.2023.100651
• Gorard, S. (2023). Ethnic proportionality of teachers and students, and the link to school-level outcomes. Education Sciences, 13(8), Article 838. https://doi.org/10.3390/educsci13080838
• Gorard, S. (2023). A sensitivity test does everything that a significance test does, and better. IOSR journal of research & method in education, 13(2), 50-56. https://doi.org/10.9790/7388-1302045056
• See, B., Gorard, S., Siddiqui, N., Hitt, L., el-Soufi, N., & Lu, B. (2023). How finance-based interventions can improve attainment at school for disadvantaged students: A review of international evidence. Educational Research and Evaluation, https://doi.org/10.1080/13803611.2023.2273540
• Morris, R., See, B., Gorard, S., & Siddiqui, N. (2023). Literacy for Life: Evaluating the National Literacy Trust’s bespoke programme for schools. Educational Studies, 49(2), 369-387. https://doi.org/10.1080/03055698.2020.1867077
• See, B. H., Gorard, S., Siddiqui, N., El Soufi, N., Hitt, L., & Lu, B. (2023). Improving Attendance and Enrolment at School for Children Living in Poverty. Nordic Journal of Systematic Reviews in Education, 1(1), 1-29
• Siddiqui, N., & Gorard, S. (2023). Is household income a reliable measure when assessing educational outcomes? A Jigsaw of two datasets (Next Steps and National Pupil Database) for understanding indicators of disadvantage. International Journal of Research & Method in Education, 46(2), 118-132. https://doi.org/10.1080/1743727x.2022.2094359
• Gorard, S., Chen, W., Tan, Y., Gazmuri, C., See, B., Tereshchenko, A., …Siddiqui, N. (2023). The disproportionality of ethnic minority teachers in England: trends, patterns, and problems. Routledge Open Research, 2(13), https://doi.org/10.12688/routledgeopenres.17798.1
• Morris, R., Gorard, S., See, B., & Siddiqui, N. (2023). Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention. Oxford Review of Education, https://doi.org/10.1080/03054985.2023.2258779
• Gorard, S., Siddiqui, N., & See, B. H. (2023). Lessons for addressing educational disadvantage from a range of studies. Cogent Education, 10(2), 1-14. https://doi.org/10.1080/2331186X.2023.2262258
• Gorard, S., See, B., & Morris, R. (2022). How to get more people into teaching?: Comparing undergraduates’ and teacher trainees’ motivation and perceptions of a teaching career. Education Sciences, 12(11), Article 767. https://doi.org/10.3390/educsci12110767
• Boliver, V., Banerjee, P., Gorard, S., & Powell, M. (2022). Reconceptualising fair access to highly academically selective universities, Higher Education. Higher Education, 84(1), 85-100. https://doi.org/10.1007/s10734-021-00755-y
• Gorard, S. (2022). What is the evidence on the impact of Pupil Premium funding on school intakes and attainment by age 16 in England?. British Educational Research Journal, 48(3), 446-468. https://doi.org/10.1002/berj.3775
• Mashtaler, L., & Gorard, S. (2022). The development of education in ex-Soviet states. Review of Education, 10(1), Article e3329. https://doi.org/10.1002/rev3.3329
• See, B., Morris, R., Gorard., S., Siddiqui, N., Easterbrook, M., Nieuwenhuis, M., …Banerjee, R. (2022). A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England. Educational Research and Evaluation, https://doi.org/10.1080/13803611.2021.2022317
• Gorard, S., & Tan, Y. (2022). The difficulty of making claims to knowledge in social science. Technium Social Sciences Journal, 28(1), 170-202. https://doi.org/10.47577/tssj.v28i1.5822
• Gorard, S., Siddiqui, N., & See, H. (2022). Assessing the impact of Pupil Premium funding on primary school segregation and attainment. Research Papers in Education, 37(6), 992-1019. https://doi.org/10.1080/02671522.2021.1907775
• Boliver, V., Gorard, S., & Siddiqui, N. (2022). Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education?. British Journal of Sociology of Education, 43(3), 349-374. https://doi.org/10.1080/01425692.2021.2017852
• See, B. H., Gorard, S., Lu, B., Dong, L., & Siddiqui, N. (2022). Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools. Research Papers in Education, 37(6), 1064-1096. https://doi.org/10.1080/02671522.2021.1907778
• Siddiqui, N., Gorard, S., & See, B. (2022). Can We Teach Non-Cognitive Outcomes? A Quasi-experimental Study of Philosophy for Children. Education Sciences, 12(5), Article 322. https://doi.org/10.3390/educsci12050322
• Gorard, S., & Tan, Y. (2021). Reviewing the logic of social scientific claims. Technium Social Sciences Journal, 24(1), 113-124. https://doi.org/10.47577/tssj.v24i1.4781
• Boliver, V., Gorard, S., & Siddiqui, N. (2021). Using contextual data to widen access to higher education. Perspectives: Policy and Practice in Higher Education, 25(1), 7-13. https://doi.org/10.1080/13603108.2019.1678076
• Zelinsky, T., Gorard, S., & Siddiqui, N. (2021). Increasing understanding of the aspirations and expectations of Roma students. British Journal of Sociology of Education, 42(4), 588-606. https://doi.org/10.1080/01425692.2021.1872366
• Morris, R., See, B., & Gorard, S. (2021). Teacher shortage in England – new evidence for understanding and addressing current challenges
• Gorard, S., Siddiqui, N., & See, B. (2021). The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England. Research Papers in Education, 36(3), 355-379. https://doi.org/10.1080/02671522.2019.1677759
• Gorard, S. (2021). How can we help teachers to promote evidence-led teaching?. Professional development today,
• Gorard, S. (2021). Making Sense of Statistics and Numbers in Research. Perspectives,
• See, B., Morris, R., Gorard, S., & El Soufi, N. (2021). Recruiting and retaining teachers: what works?. https://doi.org/10.5281/zenodo.4550903
• See, B., Gorard, S., El Soufi, B., Lu, B., Siddiqui, N., & Dong, L. (2021). A systematic review of the impact of technology-mediated parental engagement on student outcomes. Educational Research and Evaluation, 26(3-4), 150-181. https://doi.org/10.1080/13803611.2021.1924791
• Gorard, S. (2020). Overcoming Equity-Related Challenges for the Education and Training Systems of Europe. Education Sciences, 10(11), Article 305. https://doi.org/10.3390/educsci10110305
• See, B. H., Morris, R., Gorard, S., & El Soufi, N. (2020). What works in attracting and retaining teachers in challenging schools and areas?. Oxford Review of Education, 46(6), 678-697. https://doi.org/10.1080/03054985.2020.1775566
• Gorard, S., See, B., & Siddiqui, N. (2020). Can we help improve wider school outcomes through youth social action?
• See, B., Morris, R., Gorard, S., Kokotsaki, D., & Abdi, S. (2020). Teacher recruitment and retention: A critical review of international evidence of most promising interventions. Education Sciences, 10(10), Article 262. https://doi.org/10.3390/educsci10100262
• Gorard, S., See, B., & Siddiqui, N. (2020). Context and implications document for: what is the evidence on the best way to get evidence into use in education?. Review of Education, 8(2), 611-613. https://doi.org/10.1002/rev3.3199
• Gorard, S. *., & *Siddiqui, N,, B. (2020). What is the evidence on the best way to get evidence into use in education?. Review of Education, 8(2), 570-610. https://doi.org/10.1002/rev3.3200
• Gorard, S. (2020). Commentary on “Diving in where angels fear to tread”. Psychology of Education Review, 44(1), 18-21
• Boliver, V., Gorard, S., Powell, M., & Moreira, T. (2020). The use of access thresholds to widen participation at Scottish universities. Scottish Affairs, 29(1), 82-97. https://doi.org/10.3366/scot.2020.0307
• Siddiqui, N., & Wardle, L. (2020). Can users judge what is ‘promising’ evidence in education?. Research intelligence, 144, 20-21
• Gorard, S., See, B., & Siddiqui, N. (2020). Can we help improve wider school outcomes through youth social action?
• See, B., & Gorard, S. (2020). Effective classroom instructions for primary literacy? A critical review of causal evidence. International Journal of Educational Research, 102, Article 101577. https://doi.org/10.1016/j.ijer.2020.101577
• See, B. (2020). Challenges in using research evidence in improving teacher quality
• Gorard, S. (2020). Handling missing data in numeric analyses. International Journal of Social Research Methodology, 23(6), 651-660. https://doi.org/10.1080/13645579.2020.1729974
• Martínez-Garrido, C., Siddiqui, N., & Gorard, S. (2020). Longitudinal Study of Socioeconomic Segregation Between Schools in the UK. Revista electrónica iberoamericana sobre calidad, eficacia y cambio en educación, 18(4), 123-141. https://doi.org/10.15366/reice2020.18.4.005
• See, B., & Gorard, S. (2020). Why don’t we have enough teachers?: A reconsideration of the available evidence. Research Papers in Education, 35(4), 416-442. https://doi.org/10.1080/02671522.2019.1568535
• Siddiqui, N., Gorard, S., & See, B. (2019). Can learning beyond the classroom impact on social responsibility and academic attainment? An evaluation of the Children’s University youth social action programme. Studies in Educational Evaluation, 61, 74-82. https://doi.org/10.1016/j.stueduc.2019.03.004
• Gorard, S., & Siddiqui, N. (2019). How trajectories of disadvantage help explain school attainment. SAGE Open, 9(1), 1-14. https://doi.org/10.1177/2158244018825171
• Siddiqui, N., Boliver, V., & Gorard, S. (2019). Reliability of Longitudinal Social Surveys of Access to Higher Education: The Case of Next Steps in England. Social Inclusion, 7(1), 80-89. https://doi.org/10.17645/si.v7i1.1631
• Gorard, S., Boliver, V., Siddiqui, N., & Banerjee, P. (2019). Which are the most suitable contextual indicators for use in widening participation to HE?. Research Papers in Education, 34(1), 99-129. https://doi.org/10.1080/02671522.2017.1402083
• Siddiqui, N., Gorard, S., & See, B. (2019). Can programmes like Philosophy for Children help schools to look beyond academic attainment?. Educational Review, 71(2), 146-165. https://doi.org/10.1080/00131911.2017.1400948
• Gorard, S. (2019). Would abolishing private schools really make a difference to equality?
• Gorard, S. (2019). Do we really need Confidence Intervals in the new statistics?. International Journal of Social Research Methodology, 22(3), 281-291. https://doi.org/10.1080/13645579.2018.1525064
• Boliver, V., Gorard, S., & Siddiqui, N. (2019). Using contextualised admissions to widen access to higher education: a guide to the evidence base
• Gorard, S. (2019). Do people have a right to privately funded education?
• Gorard, S., Siddiqui, N., See, B., Boliver, V., & Wardle, L. (2019). Let's make education fairer. Research intelligence, Autumn 2019(140), 12-13
• See, B. H., Morris, R., Gorard, S., & Siddiqui, N. (2019). Evaluation of the impact of Maths Counts delivered by teaching assistants on primary school pupils' attainment in maths. Educational Research and Evaluation, 25(3-4), 203-224. https://doi.org/10.1080/13803611.2019.1686031
• Gorard, S. (2018). Significance testing with incompletely randomised cases cannot possibly work. International journal of science and research methodology, 11(2), 42-51
• Gorard, S., & Siddiqui, N. (2018). Grammar schools in England: a new analysis of social segregation and academic outcomes. British Journal of Sociology of Education, 39(7), 909-924. https://doi.org/10.1080/01425692.2018.1443432
• Gorard, S., & Siddiqui, N. (2018). There is only research: the liberating impact of just doing research. International journal of multiple research approaches, 10(1), 328-333. https://doi.org/10.29034/ijmra.v10n1a21
• Siddiqui, N., Gorard, S., & See, B. (2018). The importance of process evaluation for randomised control trials in education. Educational Research, 60(3), 357-370. https://doi.org/10.1080/00131881.2018.1493349
• See, B., & Gorard, S. (2018). Some basic observations on conducting a systematic review: A brief reply to Goldstein, Vatalaro and Yair. Journal of Children's Services, 13(2), 57-63. https://doi.org/10.1108/jcs-11-2017-0051
• Gorard, S. (2018). The increasing availability of official datasets (Japanese translation)
• Gorard, S. (2018). How to overcome the stratification of higher education
• Gorard, S., Siddiqui, N., & See, B. (2017). What works and what fails? Evidence from seven popular literacy ‘catch-up’ schemes for the transition to secondary school in England. Research Papers in Education, 32(5), 626-648. https://doi.org/10.1080/02671522.2016.1225811
• See, B., Gorard, S., & Siddiqui, N. (2017). Does participation in uniformed group activities in school improve young people’s non-cognitive outcomes?. International Journal of Educational Research, 85, 109-120. https://doi.org/10.1016/j.ijer.2017.07.002
• Gorard, S. (2017). Significance testing is still wrong, and damages real lives: a brief reply to Spreckelsen and van der Horst, and Nicholson and McCusker. Sociological Research Online, 22(2), Article 11. https://doi.org/10.5153/sro.4281
• Gorard, S., Siddiqui, N., & Boliver, V. (2017). An Analysis of School-Based Contextual Indicators for Possible Use in Widening Participation. Higher Education Studies, 7(2), Article 79. https://doi.org/10.5539/hes.v7n2p79
• Gorard, S., & White, P. (2017). Still against Inferential Statistics: Rejoinder to Nicholson and Ridgway. Statistics Education Research Journal, 16(1), 74-79
• White, P., & Gorard, S. (2017). Against Inferential Statistics: How and why current statistics teaching gets it wrong. Statistics Education Research Journal, 16(1), 55-65
• See, B., Gorard, S., & Siddiqui, N. (2017). Can explicit teaching of knowledge improve reading attainment? An evaluation of the core knowledge curriculum. British Educational Research Journal, 43(2), 372-393. https://doi.org/10.1002/berj.3278
• Siddiqui, N., & Gorard, S. (2017). Comparing government and private schools in Pakistan: the way forward for universal education. International Journal of Educational Research, 82, 159-169. https://doi.org/10.1016/j.ijer.2017.01.007
• Gorard, S., Siddiqui, N., & See, B. (2017). Can ‘Philosophy for Children’ improve primary school attainment?. Journal of Philosophy of Education, 51(1), 5-22. https://doi.org/10.1111/1467-9752.12227
• Gorard, S. (2017). How prepared do newly-qualified teachers feel? Differences between routes and settings. Journal of Education for Teaching, 43(1), 3-19. https://doi.org/10.1080/02607476.2016.1220700
• Gorard, S., & Gorard, J. (2016). Explaining the number of counterfactual cases needed to disturb a finding: a reply to Kuha and Sturgis. International Journal of Social Research Methodology, 19(4), 497-499. https://doi.org/10.1080/13645579.2015.1126494
• Gorard, S., & Gorard, J. (2016). What to do instead of significance testing? Calculating the ‘number of counterfactual cases needed to disturb a finding’. International Journal of Social Research Methodology, 19(4), 481-490. https://doi.org/10.1080/13645579.2015.1091235
• Gorard, S. (2016). Damaging real lives through obstinacy: re-emphasising why significance testing is wrong. Sociological Research Online, 21(1), Article 2. https://doi.org/10.5153/sro.3857
• Gorard, S. (2016). A cautionary note on measuring the pupil premium attainment gap in England. British journal of education, society & behavioural science, 14(2), 1-8. https://doi.org/10.9734/bjesbs/2016/23618
• Gorard, S., Siddiqui, N., & See, B. (2016). An evaluation of Fresh Start as a catch-up intervention: A trial conducted by teachers. Educational Studies, 42(1), 98-113. https://doi.org/10.1080/03055698.2016.1148587
• Gorard, S. (2016). The complex determinants of school intake characteristics and segregation, England 1989 to 2014. Cambridge Journal of Education, 46(1), 131-146. https://doi.org/10.1080/0305764x.2015.1045446
• Selwyn, N., & Gorard, S. (2016). Students' use of Wikipedia as an academic resource — Patterns of use and perceptions of usefulness. Internet and Higher Education, 28, 28-34. https://doi.org/10.1016/j.iheduc.2015.08.004
• See, B., Gorard, S., & Siddiqui, N. (2015). Best practice in conducting RCTs: Lessons learnt from an independent evaluation of the Response-to-Intervention programme. Studies in Educational Evaluation, 47, 83-92. https://doi.org/10.1016/j.stueduc.2015.09.003
• Boliver, V., Gorard, S., & Siddiqui, N. (2015). Will the Use of Contextual Indicators Make UK Higher Education Admissions Fairer?. Education Sciences, 5(4), 306-322. https://doi.org/10.3390/educsci5040306
• See, B., & Gorard, S. (2015). Does intervening to enhance parental involvement in education lead to better academic results for children? An extended review. Journal of Children's Services, 10(3), 252-264. https://doi.org/10.1108/jcs-02-2015-0008
• Gorard, S., Siddiqui, N., & See, B. (2015). How effective is a summer school for catch-up attainment in English and maths?. International Journal of Educational Research, 73, 1-11. https://doi.org/10.1016/j.ijer.2015.07.003
• Gorard, S., Siddiqui, N., & See, B. (2015). An Evaluation of the ‘Switch-on Reading’ Literacy Catch-up Programme. British Educational Research Journal, 41(4), 596-612. https://doi.org/10.1002/berj.3157
• Gorard, S. (2015). The uncertain future of comprehensive schooling in England. European Educational Research Journal, 14(3-4), 257-268. https://doi.org/10.1177/1474904115590214
• See, B., & Gorard, S. (2015). The role of parents in young people’s education — a critical review of the causal evidence. Oxford Review of Education, 41(3), 346-366. https://doi.org/10.1080/03054985.2015.1031648
• Gorard, S. (2015). Context and Implications Document for: Rethinking ‘quantitative’ methods and the development of new researchers. Review of Education, 3(1), 97-99. https://doi.org/10.1002/rev3.3042
• Gorard, S. (2015). Rethinking ‘quantitative’ methods and the development of new researchers. Review of Education, 3(1), 72-96. https://doi.org/10.1002/rev3.3041
• Gorard, S. (2015). A proposal for judging the trustworthiness of research findings
• Siddiqui, N., Gorard, S., & See, B. (2015). Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase. Educational Review, 68(2), 139-154. https://doi.org/10.1080/00131911.2015.1067883
• Gorard, S. (2015). An absolute deviation approach to assessing correlation. British journal of education, society & behavioural science, 5(1), 73-81. https://doi.org/10.9734/bjesbs/2015/11381
• Gorard, S. (2015). Introducing the mean absolute deviation 'effect' size. International Journal of Research & Method in Education, 38(2), 105-114. https://doi.org/10.1080/1743727x.2014.920810
• Siddiqui, N., Gorard, S., & See, B. (2014). Is a summer school programme a promising intervention in preparation for transition from primary to secondary school?. International Education Studies, 7(7), 125-135. https://doi.org/10.5539/ies.v7n7p125
• See, B., & Gorard, S. (2014). Improving Literacy in the Transition Period: A Review of the Existing Evidence on What Works. British journal of education, society & behavioural science, 4(6), 739-754. https://doi.org/10.9734/bjesbs/2014/8417
• Gorard, S. (2014). The link between Academies in England, pupil outcomes and local patterns of socio-economic segregation between schools. Research Papers in Education, 29(3), 268-284. https://doi.org/10.1080/02671522.2014.885726
• Gorard, S. (2014). Confidence intervals, missing data and imputation: a salutary illustration. International journal of research in education methodology, 5(3), 693-698
• Gorard, S. (2014). FSM – past their eat-by date?. Perspectives,
• Gorard, S. (2014). Authors' response to peer commentary: Perpetuating the 'preposterous'. Education Section review - British Psychological Society, 38(1), 329-332
• Gorard, S. (2014). The widespread abuse of statistics by researchers: what is the problem and what is the ethical way forward?. Education Section review - British Psychological Society, 38(1), 3-10
• Gorard, S. (2014). A proposal for judging the trustworthiness of research findings. Radical statistics, 110, 47-59
• Gorard, S., Hordosy, R., & See, B. (2013). Narrowing down the determinants of between-school segregation : an analysis of the intake to all schools in England, 1989–2011. Journal of School Choice, 7(2), 182-195. https://doi.org/10.1080/15582159.2013.791182
• Gorard, S. (2013). What difference do teachers make? A consideration of the wider outcomes of schooling. Irish Educational Studies, 32(1), 69-82. https://doi.org/10.1080/03323315.2013.773231
• Gorard, S., Hordosy, R., & Siddiqui, N. (2013). How stable are 'school effects' assessed by a value-added technique?. International Education Studies, 6(1), 1-9. https://doi.org/10.5539/ies.v6n1p1
• Gorard, S. (2013). The limitations of widening participation. Adults learning, 25(Winter), 20-21
• Gorard, S. (2013). The possible advantages of the mean absolute deviation 'effect' size. Social research update, 65(Winter 2013), 1-4
• Gorard, S. (2013). The propagation of errors in experimental data analysis: a comparison of pre- and post-test designs. International Journal of Research & Method in Education, 36(4), 372-385. https://doi.org/10.1080/1743727x.2012.741117
• See, B., Gorard, S., & Torgerson, C. (2012). Promoting post-16 participation of ethnic minority students from disadvantaged backgrounds: a systematic review of the most promising interventions. Research in Post-Compulsory Education, 17(4), 409-422. https://doi.org/10.1080/13596748.2012.738968
• Khan, M., & Gorard, S. (2012). A randomised controlled trial of the use of a piece of commercial software for the acquisition of reading skills. Educational Review, 64(1), 21-35. https://doi.org/10.1080/00131911.2010.537315
• Gorard, S. (2012). The increasing availability of official datasets : methods, opportunities and limitations for studies of education. British Journal of Educational Studies, 60(1), 77-92. https://doi.org/10.1080/00071005.2011.650946
• Gorard, S. (2012). Experiencing fairness at school : an international study in five countries. International Journal of Educational Research, 53(3), 127-137. https://doi.org/10.1016/j.ijer.2012.03.003
• Smith, E., & Gorard, S. (2012). 'Teachers are kind to those who have good marks' : a study of Japanese young peoples' views of fairness and equity in schools. Compare: A Journal of Comparative and International Education, 42(1), 27-46. https://doi.org/10.1080/03057925.2011.629073
• Gorard, S. (2012). Querying the causal role of attitudes in educational attainment. ISRN Education, 2012, Article 501589. https://doi.org/10.5402/2012/501589
• Gorard, S. (2012). Who is eligible for free school meals? : characterising FSM as a measure of disadvantage in England. British Educational Research Journal, 38(6), 1003-1017. https://doi.org/10.1080/01411926.2011.608118
• Gorard, S. (2011). Now you see it, now you don't: School effectiveness as conjuring?. Research in Education, 86, 39-45. https://doi.org/10.7227/rie.86.4
• Gorard, S., & Cheng, S. (2011). Pupil clustering in English secondary schools: One pattern or several?. International Journal of Research & Method in Education, 34(3), 327-339. https://doi.org/10.1080/1743727x.2011.609548
• Gorard, S., & See, B. (2011). How can we enhance enjoyment of secondary school? The student view. British Educational Research Journal, 37(4), 671-690. https://doi.org/10.1080/01411926.2010.488718
• Smith, E., & Gorard, S. (2011). Is there a shortage of scientists? A re-analysis of supply for the UK. British Journal of Educational Studies, 59(2), 159-177. https://doi.org/10.1080/00071005.2011.578567
• Gorard, S. (2011). The potential determinants of young people's sense of justice: an international study. British Journal of Sociology of Education, 32(1), 35-52. https://doi.org/10.1080/01425692.2011.527721
• See, B., Torgerson, C., Gorard, S., Ainsworth, H., Low, G., & Wright, K. (2011). Factors that promote high post-16 participation of some minority ethnic groups in England: A systematic review of the UK-based literature. Research in Post-Compulsory Education, 16(1), 85-99
• Gorard, S. (2011). Measuring segregation - beware of the cautionary tale by Johnston and Jones. Environment and Planning A, 43(1), 3-7. https://doi.org/10.1068/a43309
• Gorard, S. (2010). Serious doubts about school effectiveness. British Educational Research Journal, 36(5), 745-766. https://doi.org/10.1080/01411920903144251
• Gorard, S. (2010). All evidence is equal: the flaw in statistical reasoning. Oxford Review of Education, 36(1), 63-67. https://doi.org/10.1080/03054980903518928
• Gorard, S. (2009). Does the index of segregation matter? The composition of secondary schools in England since 1996. British Educational Research Journal, 35(4), https://doi.org/10.1080/01411920802642389
• Gorard, S., See, B., & Shaheen, R. (2009). Educating for citizenship: some lessons from England 2008
• Gorard, S., & See, B. (2009). The early impact of SES on participation and attainment in science. Studies in Science Education, 45(1), 93-129
• Gorard, S. (2009). What are Academies the answer to?. Journal of Education Policy, 24(1), 101-113. https://doi.org/10.1080/02680930802660903
• Gorard, S., & See, B. (2008). Is science a middle-class phenomenon? The SES determinants of 16-19 participation. Research in Post-Compulsory Education, 13(2), 217-226
• Gorard, S. (2008). A re‐consideration of rates of ‘social mobility’ in Britain: or why research impact is not always a good thing. British Journal of Sociology of Education, 29(3), 317-324. https://doi.org/10.1080/01425690801966402
• Gorard, S., See, B., Smith, E., & White, P. (2007). What can we do to strengthen the teaching workforce?. International Journal of Lifelong Education, 16(4), 419-437
• White, P., Gorard, S., & See, B. (2006). What are the problems with teacher supply?. Teaching and Teacher Education, 22(3), 315-326
• See, B., Gorard, S., & White, P. (2004). Teacher demand: Crisis, what crisis?. The Cambridge Quarterly, 34(1), 103-123. https://doi.org/10.1093/camqtly/25.2.103

Newspaper/Magazine Article

• Gorard, S., & Morris, R. (2014). Plans for schools to prioritise poorer applicants look fair, but could be a disaster
• Gorard, S., & Morris, R. (2014). What are Free Schools the answer to?

Other (Digital/Visual Media)

• Siddiqui, N., Huo, G., Gorard, S., Dixon, P., See, B., Bulsari, S., & Pandya, K. (2023). A Comparative Study Data on Early-Years Education of Children in India and Pakistan, 2020-2021. [Dataset]
• Gorard, S. (2021). Every social science researcher needs to be able to use and understand numbers in research. [Blog]
• Gorard, S. (2020). What do we know, so far, about the best ways to help users use good research evidence?. [Blog]
• Gorard, S., Boliver, V., & Siddiqui, N. (2019). Fair access means admitting more applicants with lower grades. [Blog]
• Gorard, S. (2019). Let's make education fairer. [Blog post]
• Gorard, S. (2018). Grammar schools damage social cohesion and make no difference to exam grades. [[Media unknown]]
• Gorard, S., See, B., & Siddiqui, N. (2013). A Randomised Controlled Trial (or ‘Fair Test’): Evaluating an Educational Innovation. [[Media unknown]]

Other (Print)

• Gorard, S., Siddiqui, N., & See, B. (2021). The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England
• Gorard, S. (2018). Do the benefits of grammar schools outweigh the damage caused by selection?
• Gorard, S. (2018). Is £50m to expand grammar schools a good use of public money?
• Gorard, S., & Siddiqui, N. (2017). Too many summer born children are labelled SEN
• Gorard, S. (2017). How to address the summer-born penalty
• Gorard, S. (2016). Does missing one week of school lead to lower grades?

Presentation

• Gorard, S. (2016, February). Does the use of contextual data help or hinder widening participation?. Paper presented at Researching the Micro and Local in Widening Participation Practice: Seminar 2, Sheffield University

Report

• Gorard, S., & Siddiqui, N. (2024). A report on the impact of RAAC closure on the exam cohorts of St Leonard’s Catholic School, County Durham. Durham: Bishop Wilkinson Catholic Education Trust
• See, B., Cairns, J., & Gorard, S. (2023). End of first year report of an independent evaluation of Glasses in Classes. [No known commissioning body]
• Siddiqui, N., Stephen, G., Smruti, B., Saba, S., Hamza, S., Beng Huat, S., …Kiran, P. (2022). Does school matter for early childhood education? Assessing cognitive and wider development of children in the Province of Punjab, Pakistan and State of Gujarat, India. British Academy
• Siddiqui, N., Gorard, S., Bulsari, S., Saeed, S., Sarfaraz, H., See, B. H., …Pandya, K. (2022). Does school matter for early childhood education? Assessing cognitive and wider development of children in the Province of Punjab, Pakistan and State of Gujarat, India. Durham University Evidence Centre for Education
• Morris, R., Gorard, S., See, B., & Siddiqui, N. (2022). Flash Marking: Evaluation Report. [No known commissioning body]
• See, B., Morris, R., Gorard, S., & Siddiqui, N. (2022). Writing about values. [No known commissioning body]
• Gorard, S., Ventista, O., Morris, R., & See, B. H. (2020). Who wants to be a teacher? Findings from a survey of undergraduates in England. [No known commissioning body]
• See, B., Gorard, S., Morris, R., & Siddiqui, N. (2020). Writing about Values: Report and Executive Summary Addendum. [No known commissioning body]
• See, B., Morris, R., Gorard, S., & Siddiqui, N. (2019). Maths Counts, Evaluation Report. [No known commissioning body]
• Siddiqui, N., Boliver, V., & Gorard, S. (2019). Evaluation of Supported Progression (SP) schemes offered by Durham University. [No known commissioning body]
• See, B., Gorard, S., Siddiqui, N., & Morris, R. (2019). Evanluation of the National Literacy Trust's Literacy for Life programme. [No known commissioning body]
• Morris, R., Gorard, S., See, B., & Siddiqui, N. (2019). The Write Across Project: Evaluation Report. [No known commissioning body]
• Gorard, S., Siddiqui, N., See, B., Smith, E., & White, P. (2018). Children's University and Youth Social Action, Evaluation Report and Executive Summary December 2017. [No known commissioning body]
• Siddiqui, N., Gorard, S., & See, B. (2017). Children's University and Youth Social Action, Evaluation Report and Executive Summary. Education Endowment Foundation
• See, B., Morris, R., Gorard, S., & Griffin, N. (2017). UK Space Agency Principia Education Programme Report: The reach and spread of its projects. UK Space Agency
• Siddiqui, N., Gorard, S., & See, B. (2017). Non-cognitive impacts of Philosophy for Children. [No known commissioning body]
• Gorard, S., & Siddiqui, N. (2016). Grammar schools in England: a new approach to analysing their intakes and outcomes. [No known commissioning body]
• Gorard, S., & See, B. (2016). Review of effective teaching approaches in primary schools – Overview, conclusions and implications. Department for Education
• Gorard, S., See, B., & Morris, R. (2016). Teacher Review of effective teaching approaches in primary schools. Department for Education
• Gorard, S., See, B., Siddiqui, N., Smith, E., & White, P. (2016). Youth Social Action Trials: Youth United Evaluation report and executive summary. [No known commissioning body]
• Gorard, S., See, B., & Morris, R. (2016). Literacy for Life - An interim evaluation report. [No known commissioning body]
• Gorard, S. (2015). Newly qualified teachers 2015: An investigation of attitudes in terms of route and context. [No known commissioning body]
• Gorard, S., Siddiqui, N., & See, B. (2015). Evaluation of the Fresh Start: an aggregated trial. [No known commissioning body]
• Gorard, S., Siddiqui, N., & See, B. (2015). Evaluation of the Accelerated Reader: an aggregated trial. [No known commissioning body]
• Gorard, S., Siddiqui, N., & See, B. (2015). Philosophy for Children: SAPERE, Evaluation Report and Executive Summary, EEF. [No known commissioning body]
• Gorard, S., See, B., & Siddiqui, N. (2015). Word and World Knowledge: Curriculum Centre. [No known commissioning body]
• Gorard, S. (2015). Equity-related challenges in education and training, existing measures, assessment, proposals for future measures, Report to the EU Commission. [No known commissioning body]
• See, B., Gorard, S., & Siddiqui, N. (2015). Evaluation of the Curriculum Centre Word and World Reading programme. [No known commissioning body]
• See, B., Gorard, S., & Siddiqui, N. (2014). Evaluation of CUREE/AfA Response to Intervention. [No known commissioning body]
• Gorard, S., See, B., & Siddiqui, N. (2014). Process and summative evaluation of the Switch-On literacy transition programme. [No known commissioning body]
• A critical review of what works for disadvantaged children in different age groups. [No known commissioning body]
• See, B., Gorard, S., & Siddiqui, N. (2014). Evaluation of Anglican Schools Partnership Enhanced Feedback Pilot. [No known commissioning body]
• Gorard, S., Siddiqui, N., & See, B. (2014). Fresh Start: an aggregated trial. [No known commissioning body]
• Gorard, S. (2014). Equity-related challenges in education and training, a NESET synthesis report on EU28. [No known commissioning body]
• Gorard, S. (2014). Equity-related challenges in education and training, existing measures, assessment, proposals for future measures. [No known commissioning body]
• Siddiqui, N., Gorard, S., & See, B. (2014). Evaluation of Future Foundations Summer School Programme. [No known commissioning body]
• Siddiqui, N., Gorard, S., & See, B. (2014). Accelerated Reader: an aggregated trial. [No known commissioning body]
• Gorard, S., & See, B. (2013). Do parental involvement interventions increase attainment? A review of the evidence. [No known commissioning body]
• See, B., & Gorard, S. (2013). What do rigorous evaluations tell us about the most promising parental involvement interventions? A critical review of what works for disadvantaged children in different age groups. [No known commissioning body]
• Gorard, S. (2013). What is the evidence on overcoming educational disadvantage in schools?. [No known commissioning body]
• Gorard, S., & See, B. (2013). Living and learning in Castle Vale: the educational trajectories and outcomes of young poeple at school in one area of Birmingham. [No known commissioning body]
• Gorard, S. (2012). Mixed methods research in education: some challenges and possibilities. [No known commissioning body]
• See, B., Gorard, S., Cooke, S., & Siddiqui, N. (2012). Improving literacy in the transition period: What do we need to know about what works?. [No known commissioning body]

Working Paper

• Siddiqui, N., Gorard, S., & Boliver, V. (2023). Evaluation of Supported Progression (SP) schemes offered by Durham University
• Siddiqui, N., Bulsari, S., Gorard, S., Saeed, S., Saeed, S., See, B. H., …Pandya, K. (2020). Interim project report on ECE project in India and Pakistan
• Siddiqui, N., Bulsari, S., Gorard, S., See, B. H., Dixon, P., Pandya, K., …Saeed, S. (2020). Pilot study report 2020 : Assessing Early Years Schooling, Access and Student Outcomes (AESAS): Establishing routes for sustainable education in Pakistan and India
• Morris, R., See, B. H., Gorard, S., & Siddiqui, N. (2019). The ‘Write Across’ Project: Evaluation Report
• Gorard, S., & Siddiqui, N. (2018). Different kinds of disadvantage and school attainment
• Gorard, S., Siddiqui, N., & Boliver, V. (2017). An analysis of school-based contextual indicators for possible use in widening participation
• Gorard, S., Boliver, V., Siddiqui, N., Banerjee, P., & Morris, R. (2017). Which are the most suitable contextual indicators for use in widening participation to HE?
• Gorard, S., Siddiqui, N., & Boliver, V. (2017). An analysis of contextual and other indicators of HE students for possible use in widening participation