弱势学校教学经验、专业知识和流动情况分析

Closing the Workforce Quality Gap Experience,expertise and stability in disadvantaged schools 1Joana Cardim Dias, EvaJiménezand James ZuccolloApril2025 About the Education Policy Institute The Education PolicyInstitute is an independent, impartial, and evidence-based research institutethat promotes high quality education outcomes, regardless of social background. We achieve thisthrough data-led analysis, innovative research and high-profile events. Acknowledgements This research was generously funded by The Sequoia Trust. This publication includes analysis of the School Workforce Census (SWC). The Department forEducation is responsible for the collation and management of the SWC and is the Data Controllerof SWC data. Any inferences or conclusions derived from the SWC in this publication are theresponsibility of the Education Policy Institute and not the Department for Education. This work contains statistical data from ONS which is Crown Copyright. The use of the ONSstatistical data in this work does not imply the endorsement of the ONS in relation to theinterpretation or analysis of the statistical data. This work uses researchdatasets which may notexactly reproduce National Statistics aggregates. The analysis was carried out in the SecureResearch Service, part of the Office for National Statistics.. About the authors Joana Cardim Diasis a Senior Researcher at EPI. Her research interests include the schoolworkforce, edtech and inequalities in education. She completed a PhD in economics from NovaUniversity of Lisbon and UCL, in which she investigated the impact of a technology-aided learningprogramme in schools, the effects of free childcare on girls’ behavioural outcomes, the trends andgeography of education mobility in Europe and the links between community-driven developmentand learning outcomes. Dr Eva Jiménezis a Researcher at EPI, holding a PhD in psychology from the University ofWarwick. Prior to EPI she worked as a postdoctoral researcher in Warwick’s Institute of Advanced 3Study as part of her Early Career Fellowship. Previously, Eva gained significantexperience workingwith children with special educational needs and learning disabilities as a speech therapist andeducational psychologist in Spain, and as a SEN teaching assistant and SEN teacher in the UK. James Zuccollois the Director for School Workforce at EPI. He leads a research programme onteacher policy that provides evidence on issues such as recruitment and retention, workload, pay,and professional development. It supports policymakers to foster an environmentin which theteaching profession can thrive. Contents Executive summary.................................................................................................................................6Teachers and leaders in disadvantaged schools are less experienced.............................................6Teachers in disadvantaged schools are increasingly less likely to have a relevant degree,particularly in STEM subjects..............................................................................................................6Disadvantaged schools experience much higher levels of teacher turnover, and more teacherabsences..............................................................................................................................................7Policy implications..............................................................................................................................7Introduction............................................................................................................................................9Prior research on workforce effectiveness and disadvantage..........................................................9The distribution of teacher quality...................................................................................................10Teacher experience...........................................................................................................................10Subject expertise...............................................................................................................................11Workforce stability............................................................................................................................12Data and methods.................................................................................................................................14Data source and sample....................................................................................................................14Measuring school disadvantage.......................................................................................................14Indirect measures of workforce effectiveness.................................................................................14Teacher experience.................................................................................