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Ben Alcott


University Lecturer

E-mail Address


00 44 1223 767 651


  • PhD Higher Education, University of Michigan
  • MSc Social Policy & Research Methods, London School of Economics
  • BA History, University of London (SOAS)

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Ben is a University Lecturer and member of the Faculty's Research for Equitable Access and Learning (REAL) Centre, where he works on education policies in Southern contexts.

Curriculum Vitae

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Research Interests

  • Education policy in low- and middle-income countries
  • Early-years education (ECE and primary)
  • Longitudinal and life-course perspectives
  • Quantitative methods
  • Mixed methods research designs

Current Research Projects

  • Early childhood education. India. Funding support from British Association of International and Comparative Education (BAICE)
  • Teacher-community accountability. India. Funders: UK Economic & Social Research Council (ESRC); UK Department for International Development (DFID)
  • Learning and schooling opportunities in refugee settlements. Uganda. Funders: Humanitarian Emergency Refugee Response in Uganda (HERRU); UK Department for International Development (DFID)

Past Research Projects

  • The role of assessment in stimulating grassroots change in education systems. Sub-Saharan Africa, South Asia, and Latin America. Funder: Hewlett Foundation
  • Need-based bursaries, learning, and wellbeing for adolescent girls. Rural Tanzania. Funder: Echidna Giving; DFID Girls' Education Challenge (via Camfed)
  • The role of equity in governments' educational policy commitments. Global. Funder: Unesco

Membership of Professional Bodies/Associations

  • British Association for International and Comparative Education
  • Comparative and International Education Society
  • Mixed Methods International Research Association



  • International development and education policy
  • Research methods


  • International development and education policy
  • Quantitative research methods
  • Research design


  • Thesis supervisor/advisor
  • Quantitative research methods
  • Research design

Prospective doctoral students should contact Ben directly.

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Principal and Recent Publications

Alcott, B., Banerji, M., Bhattacharjea, S., Ramanujan, P., & Nanda, M. (2018). One step forward, two steps back: transitions between home, pre-primary and primary education in rural India. Compare: A Journal of Comparative and International Education. DOI 10.1080/03057925.2018.1527214  Link (gated) Link to pre-proofed draft (open access)

Alcott, B., Rose, P., Sabates, R., & Torres, R. (2018). Measuring equity for national education planning. In Handbook on Measurement of Equity in Education (C.-L. Chien & F. Huebler, eds.). Unesco Institute for Statistics. Link

Alcott, B., & Rose, P. (2017). Learning in India’s primary schools: how do disparities widen across the grades? International Journal of Educational Development. DOI 10.1016/j.ijedudev.2017.05.002. Link

Alcott, B. (2017). Might Progress Assessments Hinder Equitable Progress? Evidence from England. Educational Assessment, Evaluation and Accountability. DOI 0.1007/s11092-017-9264-2. Link

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 (gated) Link to pre-proofed draft (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 (gated) Link to pre-proofed draft (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. (2016). Cognitive Framing and Its Theoretical Implications for Tuition Fee Policies in England. Faculty of Education Working Paper Series (04/2016). University of Cambridge. 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) Link to pre-proofed draft (open access)

EdD session – Quasi experimental