Improving DWP assessment of the relative costs and benefits of employment programmes

This report has been produced with the primary aim of informing cost benefit estimates within the Cost-Benefit Framework (CBF). The Department for Work and Pensions CBF is a guidance document for the production of cost-benefit information. The research consisted of two components: a literature review and new empirical estimates from DWP administrative data. The following areas were covered in the literature review: general equilibrium effects; subgroup impacts and distribution of impacts; impacts on duration of benefits and employment, and wages; multiple participation in programmes or other interventions. This report reviews what is known about these topics and discusses when they are likely to be important, with recommended actions in the context of the CBF net impact analyses and cost-benefit analyses. For general equilibrium effects, estimates from the literature are presented and recommendations are made for to account for these effects in cost-benefit analyses. These estimates can be used to guide sensitivity tests. For duration of benefits and employment, the analysis of the DWP administrative data provides empirical estimates of gross duration of benefits and employment, and annual nominal taxable HMRC earnings. These estimates have been produced for a range of New Deal programmes

Empirical research on youth transitions to and within the labour market

The research project aimed to provide research outcomes on the magnitude of youth transitions, the main drivers and barriers of youth transitions and potential long-term outcomes (‘scarring’) on people’s subsequent employment trajectories. This report summarises the evidence obtained by making use of a range of individual-level data sets and methods, in particular: • An analysis of Labour Force Survey (LFS) data creating pseudo-cohorts to examine long-term education and labour market trends affecting 16-to-24 year olds from 39 different birth cohorts and subsequent employment trajectories. • An analysis of the ‘Ad Hoc module’ of 2009 from the European Labour Force Survey (EU:LFS) on ‘Youth Transitions’ on individual long-term outcomes of particular youth labour market transitions. • An analysis of various cohort studies (National Child Development Study [NCDS], British Cohort Study [BCS], Youth Cohort Study [YCS], Longitudinal Study of Young People in England [LSYPE]) comparing the episodes young people experience when making transitions into the labour market in youth and early adulthood. This study uses sequential analysis for individual monthly panel data to describe biographies of young people until the age of 25 (based on BCS and NCDS) and until the age of 19 (for YCS and LSYPE). • An analysis of the transition from secondary schooling to further destinations using a recent cohort of School Leavers National Pupil Data (NPD) merged to records of National Client Casework Information System (NCCIS) on young people’s activities after the end of compulsory education including econometric models on drivers and barriers of particular transitions

The Effect of Embedding Formative Assessment on Pupil Attainment

Evidence suggests that adapting teaching responsively to pupil assessment can be effective in improving students’ learning. However, existing studies tend to be small-scale, leaving unanswered the question of how such formative assessment can operate when embedded as standard practice. In this study, we present the results of a randomized trial conducted in 140 English secondary schools. The intervention uses light-touch training and support, with most of the work done by teacher-led teaching and learning communities within schools. It is, therefore, well-suited to widespread adoption. In our pre-registered primary analysis, we estimate an effect size of 0.09 on general academic attainment in national, externally assessed examinations. Sensitivity analysis, excluding schools participating in a similar program at baseline, and complier analysis both suggest a larger effect size of 0.11. These results are encouraging for this approach to improving the implementation of formative assessment and, hence, academic attainment. Our findings also suggest that the intervention may help to narrow the gap between high and low prior attainment pupils, although not the gap between those from disadvantaged backgrounds and the rest of the cohort

The effect of embedding formative assessment on pupil attainment

Evidence suggests that adapting teaching responsively to pupil assessment can be effective in improving students’ learning. However, existing studies tend to be small-scale, leaving unanswered the question of how such formative assessment can operate when embedded as standard practice. In this study, we present the results of a randomized trial conducted in 140 English secondary schools. The intervention uses light-touch training and support, with most of the work done by teacher-led teaching and learning communities within schools. It is, therefore, well-suited to widespread adoption. In our pre-registered primary analysis, we estimate an effect size of 0.09 on general academic attainment in national, externally assessed examinations. Sensitivity analysis, excluding schools participating in a similar program at baseline, and complier analysis both suggest a larger effect size of 0.11. These results are encouraging for this approach to improving the implementation of formative assessment and, hence, academic attainment. Our findings also suggest that the intervention may help to narrow the gap between high and low prior attainment pupils, although not the gap between those from disadvantaged backgrounds and the rest of the cohort