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- PhD Education, University of Michigan
- MSc Social Policy & Research Methods, London School of Economics
- BA History, University of London (SOAS)
Ben is a University Lecturer within the Faculty's Research for Equitable Access and Learning (REAL) Centre, where he works on education policies in developing countries. His current research focuses on access to schooling, the quality of state and non-state educational provision, and inequalities in learning outcomes. Prior to Cambridge, Ben taught and mentored in secondary schools in London, provided programme-evaluation consultancy, and worked as a research assistant at the University of Michigan, USA.
- Research for Equitable Access and Learning (REAL) Centre
- Educational Leadership, Policy, Evaluation & Change (ELPEC)
Membership of Professional Bodies/Associations
- British Association for International and Comparative Education
- Comparative and International Education Society
- Education policy
- Education and international development
- Inequalities in learning
- Access to education
- Role of state and non-state providers in education
- Quantitative methods
- Programme evaluation
Current Research Projects
- Does early childhood education in India improve school readiness among marginalised children?
- Can parent-teacher partnerships in rural India increase schools' accountability to their communities?
- Can needs-based bursaries improve school-going, learning and wellbeing among adolescent girls in rural Tanzania?
- How can primary education in East Africa better help the most disadvantaged children to learn?
Prospective PhD Applications
Students with related research interests should contact Ben directly.
- Essay supervisions. Educational inclusion and diversity (Undergraduate).
- Thesis examiner. Sociology of education (Undergraduate).
- Lectures on inferential statistics program evaluation. Research methods (Master's).
- Lectures on quasi-experimental methods (Doctoral).
Principal and Recent Publications
Alcott, B. (2017). The influence of teacher encouragement on educational persistence: evidence from England. Research in Higher Education. DOI 10.1007/s11162-017-9446-2. Link
Ro, H., Lattuca, L. & Alcott, B. (2017). The impact of college experiences and engineering skills on enrollment in engineering graduate programs. Journal of Engineering Education. DOI 10.1002/jee.20154 Link to published version (gated) Link to pre-proofed version (open access)
Alcott, B., & Rose, P. (2016). Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa. Oxford Review of Education. DOI 10.1080/03054985.2016.1215611. Link to published version (gated) Link to pre-proofed version (open access)
Alcott, B., Rose, P., & Sabates, S. (2016). Targeted, Multidimensional Approaches to Overcome Inequalities in Secondary Education: Case Study of Camfed in Tanzania. Background paper for The International Commission on Financing Global Education Opportunity. Link
Rose, P., Sabates, R. Alcott, B., & Ilie, S. (2016). Overcoming inequalities within countries to achieve global convergence in learning. Background paper for The International Commission on Financing Global Education Opportunity. Link
Alcott, B., & Rose, P. (2015). Schools and learning in rural India and Pakistan: Who goes where, and how much are they learning? Prospects. DOI 10.1007/s11125-015-9350-5. Link(gated)
Carter, D., Ro, H., Alcott, B., & Lattuca, L. (2015). Co-Curricular Connections: The Role of Undergraduate Research Experiences in Promoting Engineering Students’ Communication, Teamwork, and Leadership Skills. Research in Higher Education. DOI 10.1007/s11162-015-9386-7. Link(gated)
Rose, P., & Alcott, B. (2015). How can education systems become equitable by 2030? DFID think pieces – Learning and equity. Report prepared for UK Department for International Development. Oxford, UK: Health & Education Advice and Resource Team. Link
Alcott, B. (2013). Predicting departure from British education: Identifying those most at risk through discrete time hazard modelling. Widening Participation and Lifelong Learning. DOI 10.5456/WPLL.15.4.46 Link(gated)