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Simon Burgess

University of Bristol, UK, and IZA, Germany

Its important to get the results of research into the policy making process, and IZA World of Labor provides another great way to do this

IZA World of Labor role

Author

Current position

Professor, Department of Economics, University of Bristol (1998--)

Research interest

Teacher effectiveness; pupil motivation; school accountability; choice and competition, school admissions and unequal access to high-performing schools; the educational performance of minority students and ethnic segregation in schools

Website

https://simonburgesseconomics.co.uk/

Past positions

Director, Centre for Market and Public Organisation, Bristol (2004–2015); Research Dean, Faculty of Social Science, University of Bristol, UK (2000–2003)

Qualifications

D.Phil Economics, Oxford University, 1987

Selected publications

  • "The impact of the Wolf Reforms on education outcomes for lower attaining pupils." British Educational Research Journal 45:3 (2019): 592–621 (with D. Thomson).

  • "Students' effort and educational achievement: Using the timing of the World Cup to vary the value of leisure." Journal of Public Economics 172 (2019): 111–126 (with R. Metcalfe and S. Proud)

  • "Understanding parental choices of secondary school in England using national administrative data." Oxford Review of Education (Forthcoming) (with E. Greaves and A. Vignoles).

  • "Do selective schooling systems increase inequality?" Oxford Economic Papers (2019) (with M. Dickson and L. Macmillan).

  • "The teacher labour market, teacher turnover and disadvantaged schools: New evidence for England." Education Economics 26:1 (2018): 4–23 (with R. Allen and J. Mayo).

article(s)

  • Understanding teacher effectiveness to raise pupil attainment

    Teacher effectiveness has a dramatic effect on student outcomes—how can it be increased?

    Simon Burgess, December 2019
    Teacher effectiveness is the most important component of the education process within schools for pupil attainment. One estimate suggests that, in the US, replacing the least effective 8% of teachers with average teachers has a present value of $100 trillion. Researchers have a reasonable understanding of how to measure teacher effectiveness; but the next step, understanding the best ways to raise it, is where the research frontier now lies. Two areas in particular appear to hold the greatest promise: reforming hiring practices and contracts, and reforming teacher training and development.
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