Publications

Journal Articles

1. Anders, J., Green, F., Henderson, M., & Henseke, G. (forthcoming). Private school pupils’ performance in GCSEs (and IGCSEs). Cambridge Journal of Education.
2. Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Van Herwegen, J., & Anders, J., (forthcoming). Effective teacher professional development: new theory and a meta-analytic test. Review of Educational Research.
   An earlier version of this work appeared as Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Van Herwegen, J., & Anders, J., (2022). Effective teacher professional development: new theory and a meta-analytic test, CEPEO Working Paper Series, No. 22-02 (January 2022), UCL Centre for Education Policy & Equalising Opportunities, and as EdWorkingPaper 22-507.
3. Pinto Pereira, S., Newlands, F., Anders, J., et al. (2024). Long COVID – what do we know now and what are the challenges ahead? Journal of the Royal Society of Medicine, 117(7), 224-228.
4. Harmey, S. & Anders, J. (2024). The Link Between Completing Reading Recovery and Performance on a Phonics Screening Check. Journal of Education for Students Placed at Risk, 29(4), 311-331.
5. Lu, B., Anders, J., Siddiqui, N., & Shao, X. (2024). How do academic selection systems affect pupils’ educational attainment? New evidence from an analysis of large-scale data on England. Educational Review, 76(5), 1285–1306.
6. Anders, J., Jerrim, J., & Macmillan, L. (2023). Socio-economic inequality in young people’s financial capabilities. British Journal of Education Studies, 71(6), 609–635.
7. Sims, S., Anders, J., Inglis, M. & Lortie-Forgues, H. (2023). Quantifying “promising trials bias” in randomized controlled trials in education. Journal of Research on Educational Effectiveness, 16(4), 663–680.
   An earlier version of this work appeared as Sims, S., Anders, J., Inglis, M. & Lortie-Forgues, H. (2020). Quantifying “promising trials bias” in randomized controlled trials in education, CEPEO Working Paper Series, No. 20-16 (November 2020), UCL Centre for Education Policy & Equalising Opportunities, and on EdArXiv.
8. Anders, J., Macmillan, L., Sturgis, P., & Wyness, G. (2023). Inequalities in late adolescents’ educational experiences and wellbeing during the Covid-19 pandemic. Oxford Review of Education, 49(5), 620–642.
   An earlier verion of this work appeared as: Anders, J., Macmillan, L., Sturgis, P., & Wyness, G. (2021). Inequalities in young peoples' educational experiences and wellbeing during the Covid-19 pandemic. CEPEO Working Paper Series, No. 21-08 (July 2021), UCL Centre for Education Policy & Equalising Opportunities.
9. Wyness, G, Macmillan, L., Anders, J., & Dilnot, C. (2023). Grade Expectations: How well can we predict future grades based on past performance? Education Economics, 31(4), 397–418.
   An earlier version of this work appeared as Anders, J., Dilnot, C., Macmillan, L., & Wyness, G. (2020). Grade Expectations: How well can we predict future grades based on past performance? CEPEO Working Paper Series, No. 20-14 (August 2020), UCL Centre for Education Policy & Equalising Opportunities.
10. Parker, P., Sanders, T., Anders, J., Shure, N., Jerrim, J., Noetel, M., Parker, R., Ciarrochi, J., & Marsh, H. (2023). School Socioeconomic Status Context and Social Adjustment in Children. Developmental Psychology, 59(1), 15–29.
11. Zieger, L., Jerrim, J., Anders, J. & Shure, N. (2022). Conditioning: How background variables can influence PISA scores. Assessment in Education: Principles, Policies and Practice, 29(6), 632–652.
    An earlier version of this work appeared as Zieger, L., Jerrim, J., Anders, J. & Shure, N. (2020). Conditioning: How background variables can influence PISA scores, CEPEO Working Paper Series, No. 20-09, UCL Centre for Education Policy & Equalising Opportunities (April 2020), UCL Centre for Education Policy & Equalising Opportunities.
12. Sims, S., Anders, J. & Zieger, L. (2022). The internal validity of the school-level comparative interrupted time series design: evidence from four new within-study comparisons. Journal of Research on Educational Effectiveness, 15(4) 876–897.
13. Anders, J., Foliano, F., Bursnall, M., Dorsett, R., Hudson, N., Runge, J., & Speckesser, S. (2022). The effect of embedding formative assessment on pupil attainment. Journal of Research on Educational Effectiveness, 15(4) 748–779.
    An earlier version of this work appeared as Anders, J., Foliano, F., Bursnall, M., Dorsett, R., Hudson, N., Runge, J., & Speckesser, S. (2021). The effect of embedding formative assessment on pupil attainment. CEPEO Working Paper Series, No. 21-10 (November 2021), UCL Centre for Education Policy & Equalising Opportunities.
14. Henderson, M., Anders, J., Green, F., & Henseke, G. (2022). Does attending an English private school benefit mental health and life satisfaction? From adolescence to adulthood. Cambridge Journal of Education, 52(5), 539–553.
15. Parker, P., Sanders, T., Anders, J., Duineveld, J. & Parker, R. (2021). Maternal Judgments of Child Numeracy and Reading Ability Predict Gains in Academic Achievement and Interest. Child Development, 92(5), 2020–2034.
16. Henseke, G., Anders, J., Green, F. & Henderson, M. (2021). Income, housing wealth, and private school access in Britain. Education Economics, 29(3), 252–268.
17. Anders, J., Burgess, S. & Portes, J. (2021). The Long-Term Outcomes of Refugees: Tracking the Progress of the East African Asians. Journal of Refugee Studies, 34(2), 1967–1998.
    An earlier version of this work appeared as: Anders, J., Burgess, S. & Portes, J. (2018). The Long-Term Outcomes of Refugees: Tracking the Progress of the East African Asians. IZA Discussion Paper, No. 11609 (June 2018) and as a QSS Discussion Paper, No. 18-05.
18. Parker, P., Sanders, T., Anders, J., Sahdra, B., Shure, N., Jerrim, J. & Cull, N. (2021). Does School Average Achievement Explain the Effect of Socioeconomic Status on Math and Reading Interest? A Test of the Information Distortion Model. Learning and Instruction, 73, 101432.
19. Anders, J., Häs, S., Jerrim, J., Shure, N. & Zieger, L. (2021). Is Canada really an education superpower? The impact of non-participation on results from PISA 2015. Educational Assessment, Evaluation and Accountability, 33, 229–249.
20. Anders, J., Green, F., Henderson, M., & Henseke, G. (2020). Determinants of private school participation: All about the money? British Educational Research Journal, 46 (5), 267–992.
    A pre-print version of this work is available as: Anders, J., Green, F., Henderson, M., & Henseke, G. (2020). Determinants of private school participation: All about the money? CEPEO Working Paper No. 20-06 (March 2020).
21. Green, F., Anders, J., Henderson, M. & Henseke, G. (2020). Private benefits? External benefits? Outcomes of private schooling in 21st Century Britain. Journal of Social Policy, 49 (4), 724–743.
22. Henderson, M., Anders, J., Green, F. & Henseke, G. (2020). Private Schooling, Subject Choice, Upper Secondary Attainment and Progression to University. Oxford Review of Education, 46 (3), 295–312.
23. Mintz, J., Hick, P., Solomon, Y., Matziari, A., Ó’Murchú, F., Hall, K., Cahill, K., Curtin, C., Anders, J., & Margariti, D. (2020). The reality of reality shock for inclusion: How does teacher attitude, perceived knowledge and self-efficacy in relation to effective inclusion in the classroom change from the pre-service to novice teacher year? Teaching and Teacher Education, 91, 103042.
24. Godfrey, D., Seleznyov, S., Anders, J., Wollaston, N. & Barrera-Pedemonte, F. (2019). A developmental evaluation approach to lesson study: exploring the impact of lesson study in London schools. Professional Development in Education, 45 (2), 325–340.
25. Anders, J., Moulton, V., Henderson, M. & Sullivan, A. (2018). The role of schools in explaining individuals’ subject choices at age 14. Oxford Review of Education, 44 (1), 75–93.
    An earlier version of this work appeared as: Anders, J., Henderson, M., Moulton, V. & Sullivan, A. (2017). The role of schools in explaining individuals' subject choices at age 14. CLS Working Paper, No. 2017/9 (August 2017).
26. Anders, J., Henderson, M., Moulton, V. & Sullivan, A. (2018). Incentivising specific combinations of subjects: does it make any difference to university access? National Institute Economic Review, 243, R37–R52.
    An earlier version of this work appeared as: Anders, J., Henderson, M., Moulton, V. & Sullivan, A. (2017). Incentivising specific combinations of subjects: does it make any difference to university access? CLS Working Paper, No. 2017/11 (August 2017).
27. Moulton, V., Sullivan, A., Henderson, M. & Anders, J. (2018). Does what you study at age 14-16 matter for educational transitions post-16? Oxford Review of Education, 44 (1), 94–117.
28. Sullivan, A., Henderson, M., Anders, J., & Moulton, V. (2018). Inequalities and the curriculum. Oxford Review of Education, 44 (1), 1–5.
29. Henderson, M., Sullivan, A., Anders, J. & Moulton, V. (2018). Social Class, Gender and Ethnic Differences in Subjects Taken at Age 14. The Curriculum Journal, 29 (3), 298–318.
    An earlier version of this work appeared as: Henderson, M., Sullivan, A., Anders, J. & Moulton, V. (2016). Social Class, Gender and Ethnic Differences in Subjects Taken at Age 14. CLS Working Paper, No. 2016/6 (December 2016).
30. Parker, P., Marsh, H. W., Guo, J., Anders, J., Shure, N. & Dicke, T. (2018). An information distortion model of social class differences in math self-concept, intrinsic value and utility value. Journal of Educational Psychology, 110 (3), 445–463.
31. Anders, J. (2017). The influence of socioeconomic status on changes in young people’s expectations of applying to university. Oxford Review of Education, 43 (4), 381–401.
    Part of special issue on “The Best of British: new educational researchers in the UK”.
32. Anders, J. & Dorsett, R. (2017). What young English people do once they reach school-leaving age: a cross-cohort comparison for the last 30 years. Longitudinal and Life Course Studies, 8 (1), 79–107.
    An earlier verion of this work appeared as: NIESR Discussion Paper, No. 454, LLAKES Research Paper, No. 55 and CLS Working Paper, No. 2015/7(October 2015). Journal pre-print version available here.
33. Anders, J., Jerrim, J. & McCulloch, A. (2016). How much progress do children in Shanghai make over one academic year? Evidence from PISA. AERA Open, 2 (4), 1–13.
34. Parker, P., Jerrim, J., & Anders, J. (2016). What effect did the Global Financial Crisis have upon youth wellbeing? Evidence from four Australian cohorts. Developmental Psychology, 52 (4), 640–651.
35. Jerrim, J., Parker, P., Chmielewski, A. K. & Anders, J. (2016). Private schooling, educational transitions and early labour market outcomes: Evidence from three Anglophone countries. European Sociological Review, 32 (1), 280–294.
36. Parker, P., Jerrim, J., Anders, J. & Astell-Burt, T. (2016). Does living closer to a university increase aspirations, exposure to information sessions and higher education entry? Evidence from an Australian longitudinal study. Journal of Youth and Adolescence, 45 (6), 1156–1175.
37. Anders, J. & Micklewright, J. (2015). Teenagers’ expectations of applying to university: how do they change? Education Sciences, 5 (4), 281–305.
    An earlier version of this work appeared as: Anders, J. & Micklewright, J. (2013) Teenagers’ expectations of applying to university: how do they change? DoQSS Working Paper, No. 13-13 (October 2013).
38. Anders, J. (2012). The Link between Household Income, University Applications and University Attendance. Fiscal Studies, 33 (2),185–210.
    An earlier version of this work appeared as: Anders, J. (2012) What's the link between household income and going to university? DoQSS Working Paper, No. 12-01 (March 2012).

Books and Book Chapters

39. Anders, J. (2024). The pandemic, socioeconomic disadvantage, and learning outcomes in England. in Schnepf, S., Volante, L., Klinger, D. A., Giancola, O., & Salmieri, L. (eds.) “The Pandemic, Socioeconomic Disadvantage, and Learning Outcomes: Cross-National Impact Analyses of Education Policy Reforms”. Publications Office of the European Union.
40. Stokes, L., Anders, J., Bernini, M. & Gray, H. (2020). Understanding school context in coastal communities. in Ovenden-Hope, T. & Passey, R. (eds.) Exploring Teacher Recruitment and Retention: contextual challenges from international perspectives, Routledge.
41. Anders, J. & Henderson, M. (2019). Socioeconomic Inequality and Student Outcomes in English Schools. in Volante, L., Schnepf, S., Jerrim, J., & Klinger, D. (eds.) Socioeconomic Inequality and Student Outcomes: National Trends, Policies, and Practices, Springer.
42. Wyse, D., & Anders, J. (2019). Primary education curricula across the world: qualitative and quantitative methodology in international comparison. in Suter, L. (ed.) SAGE Handbook of Comparative Studies in Education, SAGE.
43. Anders, J. & Jerrim, J. (2017). The socio-economic gradient in educational attainment and labour market outcomes: a cross-national comparison. in Schoon, I. & Silbereisen, R. K. (eds.) Pathways to Adulthood: Social inequalities, structure and agency and social change, UCL IOE Press.
44. Whitty, G. & Anders, J. (2017). ‘Closing the achievement gap’ in English cities and towns in the twenty-first century. in Pink, W. & Noblit, G. (eds.) Second International Handbook of Urban Education, Springer.
45. Whitty, G. & Anders, J. (2016). ‘Closing the achievement gap’: Rhetoric or reality? in Whitty (eds.) Research and Policy in Education: Evidence, ideology and impact, UCL IOE Press.
46. Anders, J. (2015). Socio-economic inequality in access to higher education in England. PhD Thesis, University College London.
47. Whitty, G. & Anders, J. (2013) The socio-economic gradient in educational attainment and labour market outcomes: a cross-national comparison. in Clark., J. (ed.) Closing the Achievement Gap from an International Perspective, Springer.

Working Papers

48. Anders, J. & Holt-White, E. (2024). Young people’s subjective wellbeing in the wake of the COVID-19 pandemic: evidence from a representative cohort study in England, CEPEO Working Paper Series, No. 24-05 (October 2024), UCL Centre for Education Policy & Equalising Opportunities.
    This paper is reproducible: Website; Repository.
49. Sims, S., Anders, J., Inglis, M., Lortie-Forgues, H., Styles, B., & Weidmann, B. (2023). Experimental education research: rethinking why, how and when to use random assignment, CEPEO Working Paper Series, No. 23-07 (July 2023), UCL Centre for Education Policy & Equalising Opportunities.
50. Anders, J., Dickerson, A., Gregg, P. & Macmillan, L. (2020). Unemployment: The Coming Storm, Who Gets Hit, Who Gets Hurt, and Policy Remedies, CEPEO Working Paper Series, No. 20-12 (July 2020), UCL Centre for Education Policy & Equalising Opportunities.
51. Häs, S., Anders, J. & Shure, N. (2020). Monetary and time investments in children’s education: how do they differ in workless households?, CEPEO Working Paper Series, No. 20-10 (April 2020), UCL Centre for Education Policy & Equalising Opportunities.
52. Green, F., Anders, J., Henderson, M. & Henseke, G. (2017). Who Chooses Private Schooling in Britain and Why? LLAKES Research Papers, No. 62 (December 2017), LLAKES Centre for Learning and Life Chances, UCL.
53. Anders, J., Henderson, M., Moulton, V. & Sullivan, A. (2017). A note on subject choice at age 14 and socio-economic inequality in access to university. CLS Working Papers, No. 2017/10 (August 2017), UCL Centre for Longitudinal Studies.
54. Anders, J. (2015). Does socioeconomic background affect pay growth among early entrants to high-status jobs? NIESR Discussion Papers, No. 453 (August 2015), National Institute of Economic and Social Research.
    This work also appeared as a Sutton Trust Report. The Sutton Trust also produced a Research Brief summarising the findings and details of the press coverage it received.
55. Anders, J. (2014). Does an aptitude test affect socioeconomic and gender gaps in attendance at an elite university? DoQSS Working Papers, No. 14-07 (April 2014), UCL Social Research Institute.
56. Anders, J. (2012). Using the Longitudinal Study of Young People in England for research into Higher Education access. DoQSS Working Papers, No. 12-13 (December 2012), UCL Social Research Institute.

Research Reports

57. Hodgen, J., Bretscher, N., Hardman, M., Anders, J. & Lawson, H. (2023). SMART Spaces: Spaced Learning Revision Programme: Evaluation Report. Education Endowment Foundation (July 2023).
58. Hodgen, J., Hardman, M., Bretscher, N., Gandolfi, H., Lawson, H. & Anders, J. (2023). SMART Spaces: Chemistry Teaching: Pilot Report, Education Endowment Foundation (July 2023).
59. Godfrey, D., Anders, J., Stoll, L., Jerrim, J., Munoz-Chereau, B., McGinity, R. & Greany, T. (2023). Schools Partnership Programme: Evaluation Report, Education Endowment Foundation (March 2023).
60. Wyse, D., Aarts, B., Anders, J., Sing, S., De Gennaro, A., Dockrell, J. & Manyukhina, Y. (2022). Grammar and Writing in England’s National Curriculum: A Randomised Controlled Trial and Implementation and Process Evaluation of Englicious. UCL Institute of Education (March 2022).
61. Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Van Herwegen, J., & Anders, J. (2021). What are the Characteristics of Effective Teacher Professional Development? A Systematic Review and Meta-analysis, Education Endowment Foundation (October 2021).
62. Anders, J., Shure, N., Wyse, D., Bohling, K., Sutherland, A., Barnard, M., & Frerichs, J. (2021). Learning About Culture: Overarching Evaluators’ Report, Education Endowment Foundation (September 2021).
63. Anders, J., Shure, N., Wyse, D., Barnard, M., Frerichs, J., & Bohling, K. (2021). The Craft of Writing: Evaluation Report, Education Endowment Foundation (September 2021).
64. Anders, J., Shure, N., Wyse, D., Barnard, M., Abdi, F., & Frerichs, J. (2021). Power of Pictures: Evaluation Report, Education Endowment Foundation (September 2021).
65. Anders, J., Shure, N., Wyse, D., Barnard, M., Frerichs, J., Evans, A., & Bohling, K. (2021). Young Journalist Academy: Evaluation Report, Education Endowment Foundation (September 2021).
66. Bohling K., Barnard M., Crouch L., Whitefield A., Murphy B., Gunzinger F., Anders J., Shure N., & Wyse D. (2021). First Thing Music: Evaluation Report, Education Endowment Foundation (September 2021).
67. Bohling, K., Tankelevitch, L., Vinnitchok, A., Barnard, M., Anders, J., Shure, N., & Wyse, D. (2021). Speech Bubbles: Evaluation Report, Education Endowment Foundation (September 2021).
68. Sims, S., Anders, J. & Zieger, L. (2021). Can we replicate the findings of EEF trials using school level comparative interrupted time series evaluations? Non-technical report, Education Endowment Foundation (June 2021).
69. Wright, H., Carr, D., Wiese, J., Stokes, L., Runge, J., Dorsett, R., Heal, J., & Anders, J. (2020). Using Research Tools to Improve Language in the Early Years: Evaluation Report, Education Endowment Foundation (February 2020).
70. Wright, H., Dorsett, R., Anders, J., Buzzeo, J., Runge, J., & Sanders, M. (2019). Improving Working Memory: Evaluation Report, Education Endowment Foundation (May 2019).
71. Stokes, L., Hudson-Sharp, N., Dorsett, R., Rolfe, H., Anders, J., George, A., Buzzeo, J., & Munro-Lott, N. (2018). Mathematical Reasoning: Evaluation Report, Education Endowment Foundation (December 2018).
72. Speckesser, S. Runge, J., Foliano, F., Burnall, M., Hudson-Sharp, N., Rolfe, H. & Anders, J. (2018). Embedding Formative Assessment: Evaluation Report, Education Endowment Foundation (July 2018).
73. Anders, J., Dorsett, R. & Stokes, L. (2018). The relative effectiveness of blended versus face-to-face adult English and maths learning, DfE Research Report, No. 794 (February 2018), Department for Education.
74. Panayiotou, S., Hingley, S., Bouldon, K., Kyriakopoulos, G., Romanou, E., Dorsett, R., Anders, J., Stokes, L., Weale, M., Smith, J. & Boyle, A. (2018). Quantitative programme of research for adult English and maths: Longitudinal survey of adult learners waves 1 and 2., DfE Research Report, No. 791 (February 2018), Department for Education.
75. Panayiotou, S., Hingley, S., Bouldon, K., Kyriakopoulos, G., Romanou, E., Dorsett, R., Anders, J., Stokes, L., Weale, M., Smith, J. & Boyle, A. (2018). Quantitative programme of research for adult English and maths: Longitudinal survey of adult learners: final research report., DfE Research Report, No. 792 (February 2018), Department for Education.
76. Anders, J., Henderson, M., Moulton, V. & Sullivan, A. (2017). Socio-economic status and subject choice at 14: do they interact to affect university access. End of project report to Nuffield Foundation (November 2017).
77. Anders, J., Brown, C., Ehren, M., Greany, T., Nelson, R., Heal, J., Groot, A., Sanders, M., & Allen, R. (2017). Evaluation of Complex Whole-School Interventions: Methodological and Practical Considerations., Report to the Education Endowment Foundation (October 2017).
78. Anders, J. & Dorsett, R. (2017). A review of the matching process for the impact analysis of the HMP Peterborough Social Impact Bond. Report to UK Ministry of Justice (July 2017).
79. Anders, J. & Dorsett, R. (2017). HMP Peterborough Social Impact Bond - cohort 2 and final cohort impact evaluation. Report to UK Ministry of Justice (July 2017).
80. Anders, J., Bernini, M., Bewley, H. & Stokes, L. (2016). School performance in coastal communities. Report to the UK Department for Education (May 2016).
81. Speckesser, S., Anders, J., de Coulon, A., Dorsett, R., Espinoza Bustos, H., Kirchner Sala, L. & Nafilyan, V. (2015). Empirical research on Youth Transitions to, and within, the labour market. BIS Research Papers, No. 255 (October 2015), Department for Business, Innovation and Skills.

Policy Outputs

82. Macmillan, L., Anders, J., & Wyness, G. (2024). How could the UK’s education system be reformed to equalise opportunities? Bristol: Economics Observatory.
83. Yarde, J., Shao, X., Anders, J., Cullinane, C., Holt-White, E., Latham, K., & Montacute, R. (2023). Wave 2 Initial Findings: Post-18 Opportunities and Aspirations. COVID Social Mobility & Opportunities study (COSMO) Briefing No. 2. London: UCL Centre for Education Policy & Equalising Opportunities & Sutton Trust.
84. Holt-White, E., Latham, K., Anders, J., Cullinane, C., Early, E., Montacute, R., Shao, X., & Yarde, J. (2023). Wave 2 Initial Findings: Mental and Physical Health. COVID Social Mobility & Opportunities study (COSMO) Briefing No. 1. London: UCL Centre for Education Policy & Equalising Opportunities & Sutton Trust.
85. Macmillan, M. & Anders, J. (2023). Equal Access. Fabian Review, Summer 2023. London: The Fabian Society.
86. Cullinane, C., Yarde, J., Shao, X., Anders, J., De Gennaro, A., Holt-White, E., & Montacute, R. (2023). Wave 1 Initial Findings: Financial Inequalities and the Pandemic. COVID Social Mobility & Opportunities (COSMO) study Briefing No. 6. London: UCL Centre for Education Policy & Equalising Opportunities & Sutton Trust.
87. Holt-White, E., Shao, X., Montacute, R., Anders, J., Cullinane, C., Yarde, J., & De Gennaro, A. (2023). Wave 1 Initial Findings: Health Impacts and Behaviours. COVID Social Mobility & Opportunities (COSMO) study Briefing No. 5. London: UCL Centre for Education Policy & Equalising Opportunities & Sutton Trust.
88. Anders, J. (2022). How has Covid-19 affected inequalities between state and private schools? Bristol: Economics Observatory.
89. Holt-White, E., De Gennaro, A., Anders, J., Cullinane, C., Early, E., Montacute, R., Shao, X., & Yarde, J. (2022). Wave 1 Initial Findings: Mental Health and Wellbeing. COVID Social Mobility & Opportunities (COSMO) study Briefing No. 4. London: UCL Centre for Education Policy & Equalising Opportunities & Sutton Trust.
90. Yarde, J., Shao, X., Anders, J., Cullinane, C., De Gennaro, A., Early, E., Holt-White, E., & Montacute, R. (2022). Wave 1 Initial Findings: Future Plans and Aspirations. COVID Social Mobility & Opportunities (COSMO) study Briefing No. 3. London: UCL Centre for Education Policy & Equalising Opportunities & Sutton Trust.
91. Montacute, R., Holt-White, E., Anders, J., Cullinane, C., De Gennaro, A., Early, E., Shao, X., & Yarde, J. (2022). Wave 1 Initial Findings: Education Recovery and Catch Up. COVID Social Mobility & Opportunities (COSMO) study Briefing No. 2. London: UCL Centre for Education Policy & Equalising Opportunities & Sutton Trust.
92. Cullinane, C., Anders, J., De Gennaro, A., Early, E., Holt-White, E., Montacute, R., Shao, X., & Yarde, J. (2022). Wave 1 Initial Findings: Lockdown Learning. COVID Social Mobility & Opportunities (COSMO) study Briefing No. 1. London: UCL Centre for Education Policy & Equalising Opportunities & Sutton Trust.
93. Anders, J., Crawford, C. & Wyness, G. (2022). Gender differences in uptake of STEM subjects: the facts. Written evidence submitted by UCL Centre for Education Policy & Equalising Opportunities to UK Parliament House of Commons Science and Technology Committee.
94. Anders, J. & Macmillan, L. (2021). The likely unequal scarring effects on young people’s life chances of economic challenges post-COVID-19. London: UCL Centre for Education Policy & Equalising Opportunities Written evidence submitted by UCL Centre for Education Policy & Equalising Opportunities to UK Parliament House of Lords Youth Unemployment Committee.
95. Anders, J., Macmillan, L. & Wyness, G. (2021). Does education raise people’s productivity or does it just signal their existing ability? CEPEO Briefing Note 12, April 2021. London: UCL Centre for Education Policy & Equalising Opportunities.
96. Anders, J., Macmillan, L. & Wyness, G. (2020) How should the academic achievements of school students be assessed this year? Bristol: Economics Observatory.
97. Anders, J. (2020). How should universities select students? CEPEO Briefing Note 8, November 2020. London: UCL Centre for Education Policy & Equalising Opportunities.
98. Anders, J. & Macmillan, L. (2020). The unequal scarring effects of a recession on young people’s life chances, CEPEO Briefing Note 6, June 2020. London: UCL Centre for Education Policy & Equalising Opportunities.
99. Wyse, D., Anders, J. & Flewitt, R. (2018). Life Chances, Written evidence submitted by the Helen Hamlyn Centre for Pedagogy, Department of Learning and Leadership, UCL Insitute of Education to UK Parliament House of Commons Education Committee.
100. Anders, J., Wyse, D., Roberts-Holmes, G. & Ehren, M. (2016). Primary Assessment, Written evidence from the Department of Learning and Leadership, UCL Institute of Education to UK Parliament House of Commons Education Select Committee.

Book Reviews

101. Anders, J. (2020). Review of Erzsébet Bukodi and John H. Goldthorpe, Social Mobility and Education in Britain: Research, Politics and Policy, Journal of Social Policy, 49 (1), 229–231.
102. Anders, J. (2018). Review of Andreas Hadjar and Christiane Gross (eds.) Educational Systems and Inequalities: International Comparisons, Journal of Social Policy, 47 (4), 861–863.