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Email and Telephone Directory

Staff Profile

Professor Stephen Gorard

Professor in the School of Education
Telephone: +44 (0) 191 33 48419

(email at s.a.c.gorard@durham.ac.uk)

The kinds of poverty in schools and their impact on student progress

This project, led by Professor Stephen Gorard, looks at several different kinds of relative poverty faced by young people in schools and could have important implications for theory and practice, without gathering any new data. Please click the link below to find out more.

https://www.dur.ac.uk/education/research/groups/?mode=project&id=942

Biography

Stephen Gorard is Professor of Education and Public Policy, and Fellow of the Wolfson Research Institute at Durham University, and Honorary Professorial Fellow at the University of Birmingham. He has previously held chairs in social science and education at Cardiff and York. He is a Fellow of the Academy of Social Sciences, a Fellow of the Royal Society of Arts, a member of the ESRC Commissioning Panel for Research Seminars and Strategic Networks, and the grant awarding panel for the British Academy, 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), the National Center of Science and Technology Evaluation, Kazakhstan, 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 regularly gives advice to governments and other policy-makers, including oral and written advice to the House of Commons Education Committee every year since 2003. 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, and the Educational Endowment Foundation.

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.

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

Research Groups

School of Education

  • Assessment, Evaluation and Effectiveness

Research Projects

School of Applied Social Sciences

  • Evaluating the use of contextual data in undergraduate admissions
  • Mapping and evaluating the use of contextual data in undergraduate admissions in Scotland

School of Education

  • Accelerated Reader
  • Anglican School Partnership
  • CUREE Response to Intervention
  • Curriculum Centre Word and World Reading
  • Evaluating the fairness of admissions to UK higher education
  • Evaluating the use of contextual data in undergraduate admissions
  • Evaluation of Children's University social action trial
  • Evaluation of Literacy for Life Programme
  • Evaluation of Writing about Values
  • Evaluation of Youth United Social Action Trial
  • Fresh Start
  • Future Foundations Summer School
  • Mapping and Evaluating the use of contextual data in undergraduate admissions in Scotland
  • Nuffield Parental Involvement Intervention
  • Research into non-cognitive and KS2 attainment impacts of philosophy for children
  • Research into the non-cognitive impacts of Philosophy for Children (P4C)
  • Santander Mobility Grant
  • Sapere
  • Switch On
  • The kinds of poverty in schools and their impact on student progress
  • The research design basis for undergraduate quantitative methods (QM) teaching

Research Interests

  • Education and social justice
  • Equity and effectiveness in lifelong education
  • Quality of education research

Selected Publications

Authored book

  • Gorard, S., See, B.H. & Morris, R. (2016). The most effective approaches to teaching in primary schools: Rigorous evidence on effective teaching. Saarbrücken: LAP LAMBERT Academic Publishing.
  • Gorard, S. & See, B.H. (2013). Overcoming disadvantage in education. Abingdon, Oxon: Routledge.
  • Gorard, S. (2013). Research Design: Robust approaches for the social sciences. London: SAGE.
  • Gorard, S., See, B.H. & Davies, P. (2011). Do attitudes and aspirations matter in education?: A review of the research evidence. Saarbrucken: Lambert Academic Publishing.
  • Gorard, S. & Smith, E. (2010). Equity in Education: an international comparison of pupil perspectives. London: Palgrave Macmillan.
  • Gorard, S. (2008). Quantitative research in education: Volumes 1 to 3. London: SAGE.

Chapter in book

  • Gorard, S. (2017). An introduction to the importance of research design. In The BERA/SAGE Handbook of Educational Research. Wyse, D., Selwyn, N., Smith, E. & Suter, L. London: SAGE. 203-212.
  • Gorard, S. (2017). How should numeric data be analysed? In The BERA/SAGE Handbook of Educational Research. Wyse, D., Selwyn, N., Smith, E. & Suter, L. London: SAGE. 753-768.
  • Gorard, S. (2017). Multiple linear regression. In Research Methods and Methodologies in Education. Coe, R., Waring, M., Hedges, L. & Arthur, J. London: Sage. 348-355.
  • Gorard, S. (2017). Statistical and Correlational Techniques. In Research Methods and Methodologies in Education. Coe, R., Arthur, J., Hedges, L. & Waring, M. London: Sage. 119-124.
  • Harris, N. & Gorard, S. (2015). The Education System of the United Kingdom. In Education systems of Europe (Updated Second Edition). Hörner, W., Döbert, H., Reuter, L. & von Kopp, B. Springer Dordrecht Netherlands.
  • Harris, N. & Gorard, S. (2014). The Education System of the United Kingdom: Developments post 2008. In Education Systems of Europe. Döbert, H., Hörner, W., von Kopp, B. & Reuter, L. Springer Dordrecht, Netherlands.
  • Gorard, S. (2014). The potential determinants of educational disadvantage. In Harnessing what works in eliminating disadvantage: a tale of two classrooms. Wood, C. & Scott, R. London, DEMOS.
  • Gorard, S. (2013). An argument concerning overcoming inequalities in Higher Education. In Aspirations, Access and attainment n Widening Participation: International Perspectives and an Agenda for Change. Murray, N. & Klinger, C. Routledge: London.
  • Gorard, S. & Makopolou, K. (2012). Is mixed methods the natural approach to research? In Reearch Methods in Physical Education and Yough Sport. Armour, K. & Macdonald, D. Abingdon, Oxon: Routledge. 106-119.
  • Gorard, S. (2012). Multiple linear regression made simple. In Research Methodologies and Methods in Education. Coe, R., Arthur, J., Hedges, L. & Waring, M. London: Sage.
  • Gorard, S. (2012). Simple Statistical and correlational Research. In Research Methodologies and Methods in Education. Coe, R. & Arthur, J. London: Sage.
  • Gorard, S. (2011). Are Academies working? In The State and Education Policy. Gunter, H. London: Continuum.
  • Gorard, S & See, B H (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. Royal Society. 22-29.
  • Gorard, S, See, B H & 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. Royal Society. 10-21

Journal Article

  • 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): 79.
  • Gorard, S., Siddiqui, N. & See, B.H. (2017). Can ‘Philosophy for Children’ improve primary school attainment? Journal of Philosophy of Education 51(1): 5-22.
  • See, B.H., 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.
  • 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.
  • Gorard, S. (2017). How prepared do newly-qualified teachers feel? Differences between routes and settings. Journal of Education for Teaching 43(1): 3-19.
  • 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.
  • Gorard, S., Siddiqui, N. & See, B.H. (2016). An evaluation of Fresh Start as a catch-up intervention: A trial conducted by teachers. Educational Studies 42(1): 98-113.
  • Gorard, S. (2016). Damaging real lives through obstinacy: re-emphasising why significance testing is wrong. Sociological Research Online 21(1): 2.
  • 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.
  • Selwyn, N. & Gorard, S. (2016). Students' use of Wikipedia as an academic resource — Patterns of use and perceptions of usefulness. The Internet and Higher Education 28: 28-34.
  • Gorard, S. (2016). The complex determinants of school intake characteristics and segregation, England 1989 to 2014. Cambridge Journal of Education 46(1): 131-146.
  • 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.
  • Gorard, S., Siddiqui, N. & See, B.H. (2016). 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
  • Gorard, S. (2015). A proposal for judging the trustworthiness of research findings. researchED Magazine
  • Siddiqui, N, Gorard, S & See, B H (2015). Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase. Educational Review
  • Gorard, S. (2015). An absolute deviation approach to assessing correlation. British Journal of Education, Society and Behavioural Science 5(1): 73-81.
  • Gorard, S.A.C., Siddiqui, N. & See, B.H. (2015). An Evaluation of the ‘Switch-on Reading’ Literacy Catch-up Programme. British Educational Research Journal 41(4): 596-612.
  • See, B. H., 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.
  • Gorard, S. (2015). Context and Implications Document for: Rethinking ‘quantitative’ methods and the development of new researchers. Review of Education 3(1): 97-99.
  • See, B. H. & 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.
  • Gorard, S., Siddiqui, N. & See, B. H. (2015). How effective is a summer school for catch-up attainment in English and maths? International Journal of Educational Research 73: 1-11.
  • Gorard, S. (2015). Introducing the mean absolute deviation 'effect' size. International Journal of Research & Method in Education 38(2): 105-114.
  • Gorard, S.A.C. (2015). Rethinking ‘quantitative’ methods and the development of new researchers. Review of Education 3(1): 72-96.
  • See, B.H. & 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.
  • Gorard, S. (2015). The uncertain future of comprehensive schooling in England. European Educational Research Journal 14(3-4): 257-268.
  • 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.
  • Gorard, S. (2014). A proposal for judging the trustworthiness of research findings. Radical Statistics 110: 47-59.
  • Gorard, S. (2014). Authors' response to peer commentary: Perpetuating the 'preposterous'. Psychology of Education Review 38(1): 329-332.
  • Gorard, S. (2014). Confidence intervals, missing data and imputation: a salutary illustration. International Journal of Research in Educational Methodology 5(3): 693-698.
  • See, B.H. & Gorard, S.A. (2014). Improving Literacy in the Transition Period: A Review of the Existing Evidence on What Works. British Journal of Education, Society and Behavioural Science 4(6): 739-754.
  • Siddiqui, N., Gorard, S. & See, B.H. (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.
  • 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.
  • Gorard, S. (2014). The widespread abuse of statistics by researchers: what is the problem and what is the ethical way forward? Psychology of Education Review 38(1): 3-10.
  • 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.
  • Gorard, S., Hordosy, R. & See, B.H. (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: International Research and Reform 7(2): 182-195.
  • Gorard, S. (2013). The limitations of widening participation. Adults Learning 25: 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.
  • Gorard, S. (2013). What difference do teachers make? A consideration of the wider outcomes of schooling. Irish Educational Studies 32(1): 69-82.
  • 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 42(1): 27-46.
  • 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.
  • Gorard, S. (2012). Experiencing fairness at school an international study in five countries. International journal of educational research 53(3): 127-137.
  • See, B.H., 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.
  • Gorard, S. (2012). Querying the causal role of attitudes in educational attainment. ISRN Education 2012: 501589.
  • 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.
  • 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.
  • See, B.H., 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. & See, B.H. (2011). How can we enhance enjoyment of secondary school? The student view. British Educational Research Journal 37(4): 671-690.
  • 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.
  • Gorard, S. (2011). Measuring segregation - beware of the cautionary tale by Johnston and Jones. Environment and Planning A 43(1): 3-7.
  • Gorard, S. (2011). Now you see it, now you don't: School effectiveness as conjuring? Research in Education 86: 39-45.
  • Gorard, S. & Cheng, S.C. (2011). Pupil clustering in English secondary schools: One pattern or several? International Journal of Research and Method in Education 34(3): 327-339.
  • 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.
  • Gorard, S (2010). All evidence is equal: the flaw in statistical reasoning. Oxford Review of Education 36(1): 63-67.
  • Gorard, S (2010). Serious doubts about school effectiveness. British Educational Research Journal 36(5): 745-766.
  • Gorard, S (2009). Does the index of segregation matter? The composition of secondary schools in England since 1996. British Educational Research Journal 35(4): 639–652.
  • Gorard, S., See, B.H. & Shaheen, R. (2009). Educating for citizenship: some lessons from England 2008. Citizenship Teaching and Learning 54(145): 35-45.
  • Gorard, S. & See, B.H. (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.
  • 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.
  • Gorard, S & See, B H (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, See, B H , 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 H (2006). What are the problems with teacher supply? Teaching and Teacher Education 22(3): 315-326.
  • See, B H , Gorard, S & White, P (2004). Teacher demand: Crisis, what crisis? Cambridge Journal of Education 34(1): 103-123.

Newspaper/Magazine Article

  • Gorard, S. (2016). Does missing one week of school lead to lower grades? Significance Magazine
  • Gorard, S. & Morris, R. (2014). Plans for schools to prioritise poorer applicants look fair, but could be a disaster. The Conversation
  • Gorard, S. & Morris, R. (2014). What are Free Schools the answer to? The Conversation

Other (Digital/Visual Media)

  • Gorard, S., See, B.H. & Siddiqui, N. (2013). A Randomised Controlled Trial (or ‘Fair Test’): Evaluating an Educational Innovation. SAGE Research Methods Cases

Other (Print)

  • Gorard, S. (2014). FSM – past their eat-by date? Perspectives

Presentation

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

Report

  • Siddiqui, N., Gorard, S. & See, B.H. (2017). Non-cognitive impacts of Philosophy for Children. School of Education, Durham University.
  • Gorard, S. & Siddiqui, N. (2016). Grammar schools in England: a new approach to analysing their intakes and outcomes. School of Education. Durham University.
  • Gorard, S., See, B.H. & Morris, R. (2016). Literacy for Life - An interim evaluation report. Durham University.
  • Gorard, S. & See, B.H. (2016). Review of effective teaching approaches in primary schools – Overview, conclusions and implications. School of Education. Durham University.
  • Gorard, S., See, B.H. & Morris, R. (2016). Teacher Review of effective teaching approaches in primary schools. School of Education. Durham University.
  • Gorard, S., See, B.H., Siddiqui, N., Smith, E. & White, P. (2016). Youth Social Action Trials: Youth United Evaluation report and executive summary. School of Education. London, Education Endowment Foundation.
  • Gorard, S (2015). Equity-related challenges in education and training, existing measures, assessment, proposals for future measures, Report to the EU Commission.
  • Gorard, S, Siddiqui, N & See, B H (2015). Evaluation of the Accelerated Reader: an aggregated trial. Educational Endowment Foundation.
  • See, B H, Gorard, S & Siddiqui, N (2015). Evaluation of the Curriculum Centre Word and World Reading programme. Education Endowment Foundation.
  • Gorard, S, Siddiqui, N & See, B H (2015). Evaluation of the Fresh Start: an aggregated trial. Education Endowment Foundation.
  • Gorard, S. (2015). Newly qualified teachers 2015: An investigation of attitudes in terms of route and context. Department for Education and National College for Teaching and Leadership.
  • Gorard, S, Siddiqui, N & See, B H (2015). Philosophy for Children: SAPERE, Evaluation Report and Executive Summary, EEF.
  • Gorard, S., See, B.H. & Siddiqui, N. (2015). Word and World Knowledge: Curriculum Centre. EEF.
  • Siddiqui, N., Gorard, S. & See, B.H. (2014). Accelerated Reader: an aggregated trial. Educational Endowment Foundation.
  • Gorard, S. (2014). Equity-related challenges in education and training, a NESET synthesis report on EU28.
  • Gorard, S. (2014). Equity-related challenges in education and training, existing measures, assessment, proposals for future measures.
  • See, B.H., Gorard, S. & Siddiqui, N. (2014). Evaluation of Anglican Schools Partnership Enhanced Feedback Pilot. Educational Endowment Foundation.
  • See, B.H., Gorard, S. & Siddiqui, N. (2014). Evaluation of CUREE/AfA Response to Intervention. Educational Endowment Foundation.
  • Siddiqui, N., Gorard, S. & See, B.H. (2014). Evaluation of Future Foundations Summer School Programme. Educational Endowment Foundation.
  • Gorard, S., Siddiqui, N. & See, B.H. (2014). Fresh Start: an aggregated trial. EEF.
  • Gorard, S., See, B.H. & Siddiqui, N. (2014). Process and summative evaluation of the Switch-On literacy transition programme. Educational Endowment Foundation.
  • See, B.H. & Gorard, S. (2014). 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. Nuffield Foundation.
  • Gorard, S. & See, B.H. (2013). Do parental involvement interventions increase attainment? A review of the evidence. London, Nuffield Foundation.
  • Gorard, S. & See, B.H. (2013). Living and learning in Castle Vale: the educational trajectories and outcomes of young poeple at school in one area of Birmingham. Castle Vale Data Observatory.
  • See, B.H. & 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. London, Nuffield Foundation.
  • See, B.H., Gorard, S., Cooke, S. & Siddiqui, N. (2012). Improving literacy in the transition period: What do we need to know about what works? Educational Endowment Foundation.
  • Gorard, S. (2012). Mixed methods research in education: some challenges and possibilities. Research Council of Norway.

Working Paper

  • Gorard, S., Siddiqui, N. & Boliver, V. (2017). An analysis of contextual and other indicators of HE students for possible use in widening participation. (Working Paper 3).
  • Gorard, S., Siddiqui, N. & Boliver, V. (2017). An analysis of school-based contextual indicators for possible use in widening participation. Education working paper series
  • 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? Education working paper series

Show all publications

Supervises