20182020

Research output per year

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Personal profile

Research interests

Professor Becky Allen is an expert in the analysis of large-scale administrative and survey datasets. Her research investigates school responses to changes in education policy and teacher careers. She has written extensively on school accountability, admissions, expenditure, teacher retention and teacher working practices.

In addition to her current academic appointment, she is Chief Analyst and co-founder of Teacher Tapp, the largest teacher survey and professional development tool in the UK. She is also an Honorary Research Fellow at the University of Oxford. Until 2018, she was Professor of Education at UCL Institute of Education. Between 2014 and 2017, she was the founding Director of FFT Education Datalab, a non-profit research organisation that aims to make quantitative policy evaluation accessible to those involved with running schools. In 2018, she chaired a Government working group to review how data is used in schools.

Supervisory Interests

Becky is happy to hear from prospective students who are interested in studying research areas that are aligned with her own interests, particularly if they plan to conduct some quantitative analysis as part of their studies.

Education/Academic qualification

PhD, Institute of Education

Master, Institute of Education

Bachelor, University of Cambridge

External positions

Honorary Research Fello, University of Oxford

7 Mar 20197 Mar 2021

Member, Standards Advisory Group

1 Sep 2015 → …

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Research Output

New evidence on teachers' working hours in England. An empirical analysis of four datasets

Allen, B., Benhenda, A., Jerrim, J. & Sims, S., 16 Mar 2020, In : Research Papers in Education.

Research output: Contribution to journalArticle

  • Open Access
    File
  • Teacher assessments during compulsory education are as reliable, stable and heritable as standardized test scores

    Rimfeld, K., Malanchini, M., Hannigan, L. J., Dale, P. S., Allen, B., Hart, S. A. & Plomin, R., 12 May 2019, In : Journal of Child Psychology and Psychiatry. 60, 12, p. 1278-1288

    Research output: Contribution to journalArticle

    Open Access
    File
  • Do pupils from low-income families get low-quality teachers? Indirect evidence from English schools

    Allen, B. & Sims, S., 18 May 2018, In : Oxford Review of Education. 44, 4, p. 441-458

    Research output: Contribution to journalArticle

    Open Access
    File
  • The Teacher Gap

    Allen, B. & Sims, S., 8 Jun 2018, Routledge. 166 p.

    Research output: Book/ReportBook - authored