Jerrim, J. Has Peak PISA passed? An investigation of interest in International Large-Scale Assessments across countries and over time. Proofs_EER1151793_14_01_2023

Jerrim, J.; Allen, R. and Sims, S. 2022. How did the COVID-19 pandemic affect the wellbeing of teachers at work?  Working_Paper_Pandemic_Nov_22_V3 ; Tables_For_Paper_V2 ; Figures_For_Paper

Jerrim, J. 2022. The power of positive emotions? The link between young people’s positive and negative affect and performance in high-stakes examinations PISA_2018_Working_Paper_FEB_2020

Jerrim, J. 2022. The benefits of meeting key grade thresholds in high-stakes examinations. New evidence from England.  Main_Body_Unblinded Jan_2022

Jerrim, J.; Anders, J. and Macmillan, L. 2022, Socio-economic inequality in young people’s financial capabilities Fin_Ed_For_SJP_Long

Jerrim, J.; Lopez-Agudo, L. and Marcenaro-Gutierrez, O. 2021. The impact of test language on PISA scores.
New evidence from Wales. British Educational Res J – 2022 – Jerrim – The impact of test language on PISA scores New evidence from Wales

Jerrim, J; Sims, S and Allen, R. The mental health and wellbeing of teachers in England. FULL_REPORT_Teacher_Health_FINAL_PROOFED

Jerrim, J. 2021. PISA 2018 in England, Northern Ireland, Scotland and Wales. Is the data really representative of all four corners of the UK? Jerrim_2021_PISA_2018

Jerrim, J. and Sims, S. 2021. School accountability and teacher stress. International evidence from the OECD TALIS study.  TALIS_Accountability_WP_March_2021_V2

Jerrim, J. and Sims, S. 2020. Teacher workload and well-being. New international evidence from the OECD TALIS study. Working_Paper_Workload_Wellbeing_November_2020

Allen, A; Jerrim, J and Sims, S.  How did the early stages of the COVID-19 pandemic affect teacher wellbeing? Allen_Jerrim_COVID_FINAL 

Jerrim, J.; Taylor, H.; Sims, S. and Allen, R. 2020. Has the mental health and wellbeing of teachers in England declined over time? New evidence from three datasets. Jerrim Working_Paper_21_01_2020_CLEAN

Jerrim, J. 2019. Is Canada really an education superpower? The impact of exclusions and non-response on results from PISA 2015. Canada_Papaer_October_2019_FINAL_WP

Allen, A; Benhenda, A; Jerrim, J and Sims, S. 2019. New evidence on teachers’ working hours. An empirical analysis of four datasets. Working_Paper_Teacher_Hours

Jerrim, J.; Parker, P. and Shure, N. 2019. Bullshitters. Who are they and what do we know about their lives? bullshit_wp_jj

Jerrim, J. and Sims, S. The association between attending a grammar school and children’s socio-emotional outcomes. New evidence from the Millennium Cohort Study. Grammar_Draft_21_05_2018

Parker, P.; Marsh, H.; Jerrim, J.; Guo, J. and Dicke, T. 2018. Inequity and Excellence in Academic Performance: Evidence From 27 Countries. Parker_et_al_2018

Jerrim, J, and Sims, S. 2018. Why so few low and middle-income children attend a grammar school? New evidence from the Millennium Cohort Study Working_Paper_NUFFIELD_VERSION_CLEAN

Jerrim, J.; Micklewright, J.; Heine, J.; Salzer, C. and McKeown, C. 2018. PISA 2015: how big is the ‘mode effect’ and what has been done about it? Revised_Main_Body_27_11_2017_Clean

Gutiérrez, G.; Jerrim, J. and Torres, R. School segregation across the world: has any progress been made in reducing the separation of the rich from the poor? Working_Paper_International_segregation

Jerrim, J.; Lopez-Agudo, L.; Marcenaro-Gutierrez, O. and Shure, N. 2017. What happens when econometrics and psychometrics collide? An example using the PISA data. Economics of Education Review. EER_RESUBMISSION_FINAL_28_09_2017

Jerrim, J. and Wyness, G. ‘Benchmarking London in the PISA rankings.’GLA_PAPER_FINAL

Jerrim, J. 2015. PISA 2012: How do results for the paper and computer tests compare? Working_Paper_FEB_2016

Jerrim, J. and Vignoles, A. 2015. ‘The causal effect of East Asian ‘mastery’ teaching methods on English children’s mathematics skills’ Jerrim_Vignoles_MM

Choi, Alvaro and John Jerrim. 2015. The use (and misuse) of PISA in guiding policy reform: the case of Spain. Choi_Jerrim_2015_Missuse_Spain

Jerrim, John. 2014. Why do East Asian children perform so well in PISA? An investigation of Western-born children of East Asian descent. AUSTRALIA_ASIA_PAPER     Do_Files_JULY_29TH_2014

Micklewright, John; Jerrim, John. et al. 2014. Teachers in England’s Secondary Schools: Evidence from TALIS 2013. National_Report_DfE

Jerrim, John. 2014.  PISA, power and policy – book review. Assessment in Education. Book_Review

Jerrim, John. 2013. The reliability of trends over time in international education test scores: is the performance of England’s secondary school pupils really in relative decline? The Journal of Social Policy    PUBLISHED_PAPER    Presentation_PISA_Over_TIME_UK

Jerrim, John and Alvaro Choi. 2013. The mathematics skills of school children: How does England compare to the high performing East Asian jurisdictions? DoQSS working paper   East_Asia_Coding         Jerrim_Choi_2013_Published    Presentation_East_Asia

Jerrim, John and John Micklewright. 2012. Socioeconomic gradients in children’s cognitive skills: are cross-country comparisons robust to who reports family background?  DoQSS working paper       FINAL_VERSION   Presentation SES Gradients

Jerrim, John. 2012. The Socio-Economic Gradient in Teenagers’ Reading Skills: How Does England Compare with Other Countries? Fiscal Studies                PISA_SES_Gap_Fiscal_Studies    Presentation to IFS  and Interview (http://www.ifs.org.uk/publications/6263)

Jerrim, John and John Micklewright, J. 2012. Parental socio-economic status and children’s cognitive achievement at ages 9 and 15: how do the links vary across countries? in J. Ermisch, M. Jantti and R. Erikson (eds) Inequality from Childhood to Adulthood: A Cross-National Perspective on the Transmission of Advantage, New York: Russell Sage Foundation. Draft chapter: CRITA_Website

The link between fiction and teenagers’ reading skills. International evidence from the OECD PISA study.  Working_Paper_Jerrim_Moss_September_2018

Jerrim, John and John Micklewright. 2011. Children’s cognitive ability and parents’ education:  distinguishing the impact of mothers and fathers, in T. Smeeding, R. Erikson and M. Jantti (eds) Persistence, Privilege and Parenting: The Comparative Study of Intergenerational Mobility, New York: Russell Sage Foundation. JJ_&_JM_Madison_Jan_26_2011_RSF

The link between fiction and teenagers’ reading skills. International evidence from the OECD PISA study.