A selected list of publications from FairLab members

Pilgrim-Brown, J., Crew, T., & Attridge, É. (Eds.). (2025). Working-Class People in UK Higher Education: Precarities, Perspectives and Progress.

Pemberton, S. (2025). Pathways to employment: Subject choice, job requirements, and early employment outcomes for UK undergraduates. British Educational Research Journal. https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1002/berj.70013

Phyo, L. W., & Ilie, S. (2025). Toward 2030: Inequities in Higher Education Access in Southeast Asia. Social Sciences, 14(10), 592. https://www.mdpi.com/2076-0760/14/10/592.

Inouye, K., Robson, J., Anaiz, P. R., Baker, S., & Ilie, S. (2025). Assessing the person or the project? How disciplinary ontological and epistemological assumptions shape doctoral admissions in elite UK institutions. Higher Education, 1-21.https://link.springer.com/content/pdf/10.1007/s10734-025-01438-8.pdf.

Ilie, S., Forbes, K., Curran, S., & Vermunt, J. D. (2024). Higher education students’ conceptions of learning gain. Active Learning in Higher Education, 14697874241270461. https://journals.sagepub.com/doi/pdf/10.1177/14697874241270461

Leckie, G., & Maragkou, K. (2024). Student sociodemographic and school type differences in teacher-predicted vs. achieved grades for university admission. Higher Education, 88(6), 2291-2317. https://link.springer.com/article/10.1007/s10734-024-01217-x.

Ilie, S., & Maragkou, K. (2024). University admissions during a pandemic. Cambridge Working Papers in Economics. https://www.repository.cam.ac.uk/bitstreams/645e8639-7669-4e93-907a-eb053cd3add6/download.

Cavaglia, C., Macmillan, L., Maragkou, K., Murphy, R., & Wyness, G. (2024). The mismatch earnings penalty (No. 24-09). CVER Discussion Paper Series – ISSN 2398-7553. https://cver.lse.ac.uk/textonly/cver/pubs/cverdp041.pdf

Ilie, S. & Hofmann, R. (2023). Identifying key impacts of the Fenland and East Cambridgeshire Opportunity Area. Research Report. https://www.cambslearntogether.co.uk/asset-library/FECOA-Year-5-Evaluation-Report.pdf

Ilie, S., Maragkou, K., Brown, A., & Kozman, E. (2022). No Budge for any Nudge: Information Provision and Higher Education Application Outcomes. Education Sciences, 12(10), 701. https://www.mdpi.com/2227-7102/12/10/701.

Thomson, H., Bellaera, L., Ilie, S., & Maragkou, K. (2022). Intermediate outcomes for higher education access and success. TASO Rapid Evidence Review. https://s33320.pcdn.co/wp-content/uploads/TASO-Report-%E2%80%93-Intermediate-outcomes-for-higher-education-access-and-success_stg4.pdf

Hofmann, R. & Ilie, S. (2022). A Theory-Led Evaluation of a Scalable Intervention to Promote Evidence-Based, Research-Informed Practice in Schools to Address Attainment Gaps. Education Sciences, 12(5), 353-372. https://www.mdpi.com/2227-7102/12/5/353. 

Ilie, S., Rose, P., & Vignoles, A. (2021). Understanding higher education access: Inequalities and early learning in low and lower‐middle‐income countries. British Educational Research Journal, 47(5), 1237-1258. https://doi.org/10.1002/berj.3723.

Sabates, R., Zhao, Y., Mitchell, R., & Ilie, S. (2021). Understanding the Non-market Social Benefits of Higher Education in Ethiopia: An Empirical and Contextual Analysis using Young Lives. Journal of Education Finance, 47(1), 45-70. https://www.muse.jhu.edu/article/806386.

Forbes, K., Howard, K., & Ilie, S. (2021). Individual and institutional perspectives on barriers to progression to higher education for students with English as an additional language. Widening Participation and Lifelong Learning, 23(2): 2021, 1-27: https://doi.org/10.17863/CAM.77458.

Bellaera, L., Weinstein-Jones, Y., Ilie, S., & Baker, S. T. (2021). Critical Thinking in Practice: The Priorities and Practices of Instructors Teaching in Higher Education. Thinking Skills and Creativity, 41, 100856. https://doi.org/10.1016/j.tsc.2021.100856.

Archer, R., Higton, J., Sibieta, L., Tahir, I., Trammell, L. T., Ilie, S., Vignoles, A., & Zhao, V. (2021). The road not taken: the drivers of course selection: The determinants and consequences of post-16 education choices. London: Social Mobility Commission. Literature Review. https://dera.ioe.ac.uk/38405/2/The_road_not_taken_-_review_of_literature.pdf.

Dimova, S., Culora, A., Brown, E.R., Ilie, S., Sutherland, A., Curran, S. (2021). Maximising the Impact of Teaching Assistants. Evaluation Report. London: Education Endowment Foundation. https://d2tic4wvo1iusb.cloudfront.net/documents/projects/MITA-evaluation-report.pdf.

Sutherland, A., Broeks, M., Ilie, S., Sim, M., Krapels, J., Brown, E., Belanger, J. (2021). Accelerated Reader. Main Evaluation Report. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Accelerated_Reader_-_final..pdf.

Ilie, S. & Broeks, M. (2021). Accelerated Reader. Addendum Report. London: Education Endowment Foundation.: https://educationendowmentfoundation.org.uk/public/files/Accelerated_Reader_-_final..pdf.

Maragkou, K. (2020). Socio-economic inequality and academic match among post-compulsory education participants. Economics of Education Review, 79, 102060. https://doi.org/10.1016/j.econedurev.2020.102060

Dimova, S.; Ilie, S.; Brown, E.R.; Broeks, M.; Culora, A.; Sutherland, A. (2020). The Nuffield Early Language Intervention. Evaluation Report. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Nuffield_Early_Language_Intervention.pdf.

Sutherland, A., Broeks, M., Sim, M., Brown, E., Iakovidou, E., Ilie, S., Jarke, H., Belanger, J. (2020). Digital Feedback in Primary Maths. Evaluation Report. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Digital_Feedback.pdf.

Jarke, H., Broeks, M., Dimova, S., Iakovidou, E., Thompson, G., Ilie, S., Sutherland, A., (2020). Evaluation of a Technology-based Intervention for Reading in UK Classroom Settings. RAND Research Report 4208. https://www.rand.org/content/dam/rand/pubs/research_reports/RR4200/RR4208/RAND_RR4208.pdf.

Ilie, S., Horner, A., Kaye, N., Curran, S. (2019). Financial support and undergraduate outcomes. University of Cambridge Report. https://www.cao.cam.ac.uk/admissions-research/financial-support-and-undergraduate-outcomes-2019.

Vermunt, J. D., Ilie, S., & Vignoles, A. (2018). Building the foundations for measuring learning gain in higher education: a conceptual framework and measurement instrument. Higher Education Pedagogies, 3(1), 266-301. https://doi.10.1080/23752696.2018.1484672.

Rose P., & Ilie, S. (2017). Who benefits from public spending on higher education in South Asia and sub-Saharan Africa?. Compare: An International Journal of Comparative and International Education: 48(4), 630-647. http://dx.doi.org/10.1080/03057925.2017.1347870.

Ilie, S., Sutherland, A., & Vignoles, A. (2017). Revisiting free school meal eligibility as a proxy for pupil socio‐economic deprivation. British Educational Research Journal, 43(2), 253-274. https://doi.org/10.1002/berj.3260.

Ilie, S., & Rose, P. (2016). Is equal access to higher education in South Asia and sub-Saharan Africa achievable by 2030? Higher Education, 72, 435–455, https://doi.org/10.1007/s10734-016-0039-3.

Rose, P., Sabates, R., Alcott B., & Ilie, S . (2016). Overcoming Inequalities within Countries to Achieve Global Convergence in Learning. A Background Paper to the Education Commission ‘The Learning Generation’ Report. https://report.educationcommission.org/wp-content/uploads/2016/11/Overcoming-Inequalities-within-Countries.pdf.