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Analysing graduate earnings using anonymous administrative data can show how earnings vary for graduates and indicate which skills are in short supply, says Cambridge education professor Anna Vignoles.

Anna Vignoles (Faculty of Education), together with colleagues at the Institute for Fiscal Studies and Harvard ̽��ֱ��, authors a study that finds women with degrees earn three times as much as non-graduates within a decade of leaving university.

As children around the country go back to school, a new comparative study of spoken English reveals that we talk about education nearly twice as much as we did twenty years ago. 

Why is it acceptable to say “I never could do maths” but not “I’ve never read any Shakespeare”? It’s symptomatic of the art-science divide that can only be addressed by reforming our education system, writes Professor Athene Donald from the Department of Physics and Master of Churchill College.

Each extra hour per day spent watching TV, using the internet or playing computer games during Year 10 is associated with poorer grades at GCSE at age 16, according to research from the ̽��ֱ�� of Cambridge.

Children’s play is under threat from increased urbanisation, perceptions of risk and educational pressures. ̽��ֱ��first research centre of its kind aims to understand the role played by play in how a child develops.

People talk about ‘data being the new oil’, a natural resource that companies need to exploit and refine. But is this really true or are we in the realm of hype? Mohamed Zaki explains that, while many companies are already benefiting from big data, it also presents some tough challenges.

̽��ֱ��Research for Equitable Access and Learning (REAL) Centre aims to promote education as an engine for sustainable development.

Millions of English language tests are taken each year by non-native English speakers. Researchers at Cambridge’s ALTA Institute are building ‘computer tutors’ to help learners prepare for the exam that could change their lives. 

̽��ֱ��importance of family support on a child’s ‘school readiness’ is highlighted in a study published this month in the British Journal of Educational Psychology. Researchers developed and piloted a new index that might provide a simple and stress-free alternative to the government’s proposed baseline assessments for four-year-olds starting school.