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The aim of the Education Policy Institute is to raise standards in education through rigorous data analysis, research and the exchange of information and knowledge to help inform the public and hold government and decision-makers to account.
More about usFeatured publication
Our year in review: the research we published, the policy changes it informed and where we go next.
By Jon Andrews
Pupils experiencing persistent disadvantage consistently demonstrate some of the lowest educational outcomes in the system, falling nearly two years behind their peers by the time they sit their GCSEs.
By John Smith
Pupils experiencing persistent disadvantage consistently demonstrate some of the lowest educational outcomes in the system, falling nearly two years behind their peers by the time they sit their GCSEs.
Visit the Early Years Observatory (opens in a new window)Alongside our core research, the EPI have a dedicated early childhood initiative to help to map the lives of under-fives in England.
Pupils experiencing persistent disadvantage consistently demonstrate some of the lowest educational outcomes in the system, falling nearly two years behind their peers by the time they sit their GCSEs.
By Jon Andrews
Pupils experiencing persistent disadvantage consistently demonstrate some of the lowest educational outcomes in the system, falling nearly two years behind their peers by the time they sit their GCSEs.
By John Smith
Pupils experiencing persistent disadvantage consistently demonstrate some of the lowest educational outcomes in the system, falling nearly two years behind their peers by the time they sit their GCSEs.
By John Smith and Jennifer Smith
Pupils experiencing persistent disadvantage consistently demonstrate some of the lowest educational outcomes in the system, falling nearly two years behind their peers by the time they sit their GCSEs.
By Jennifer Smith
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By Sam Tuckett
Pupils experiencing persistent disadvantage consistently demonstrate some of the lowest educational outcomes in the system, falling nearly two years behind their peers by the time they sit their GCSEs.
By Jon Andrews, John Smith, and Jennifer Smith
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