The Institute for Effective Education

All children should have the opportunity to succeed in school but many do not reach their potential, especially those from underprivileged backgrounds. The Institute for Effective Education (IEE) has established itself as one of the leading education research units in the UK, and our aim is to make a real difference to children’s outcomes.


We conduct high quality evaluations of education programmes and practices. Our UK research includes work on literacy, numeracy, science, early childhood education, parenting, well-being, widening participation, and the effective use of technology.

We lead international research projects in countries where access to education, and the quality of provision, is a major challenge.

We also have places available for postgraduate students wishing to study for research degrees in education.

Making an impact

We are committed to sharing knowledge with, and between, people working in education policy and practice. We are also building support for evidence-based education, and provide expertise and practical tools wherever we can.

We have developed resources aimed at people on the front line of education. Our publications include:

Our events include a regular conference and annual Research Methods Summer School.

Our partnerships include work with researchers, practitioners, and policy makers, including through the Coalition for Evidence-based Education (CEBE).

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Latest news

Evidence for the Frontline at the Festival of Education

Posted on Friday 17 June 2016

Find out more about this innovative project

Evidence in Education – Making it Work, 20 July 2016

Posted on Tuesday 31 May 2016

Tickets are going fast for this day conference, which shares the work of the Education Endowment Foundation and embedding research in practice.

New article: Approaches in early childhood education

Posted on Friday 8 April 2016

A new systematic review seeks to identify effective approaches capable of improving literacy and language outcomes for preschoolers.

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