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Research Matters 42 - Foreword
A thread you will find running through this issue of Research Matters is that of gaps – the gap between learning theories and classroom practice, between the capture of assessment data and its subsequent use by teachers, the gaps in mathematical understanding that mean roughly one third of GCSE students in the UK need to resit, and the gaps that emerge over time between students who leave school with lower A Level grades, and their higher-scoring peers.
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Research Matters 42 - Editorial
Our first article considers theoretical ideas about how people learn, and how such ideas are used to inform educational design. Our second article explores ways in which crises may result in positive change in educational contexts. Our third article uses data from GCSE Mathematics exams to explore which topics and skills are more challenging. Our fourth article explores the progression outcomes and earnings for students who achieve different A Level grades. Our final article focuses on teachers’ data literacy; using a questionnaire and interviews with secondary school teachers to explore views on the importance of engaging with data, skills and confidence in interpreting data, and training needs.
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Research Matters 42 - In This Issue
This section aims to provide a quick introduction to the research In This Issue, including some context, key findings and their relevance.
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Learning theories unpacked: A discussion of the findings from three Research Division studies
Majewska, D., & Ireland, J. (2026). Learning theories unpacked: A discussion of the findings from three Research Division studies. Research Matters: A Cambridge University Press & Assessment publication, 42, 9–19. https://doi.org/10.17863/CAM.134279
Learning theories can be a valuable source of evidence for those designing curricula and other educational resources. However, it has been suggested that the link between learning theory and practice is often unclear. Here we discuss findings from three studies recently conducted in the Research Division, exploring how learning theories are understood, evidenced and used in curriculum and resource development. The findings suggest that curriculum developers, educators and researchers should use learning theories in their work and explicitly refer to them to enable curriculum users to interpret and enact materials as intended. Practical guidance on applying learning theory and collaborative working between curriculum designers, educators and researchers can help to bridge the gap between abstract concepts and real-life applications. Strengthening these links can support more coherent curriculum design and is likely to improve learning outcomes.
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"Post-traumatic growth" in education: How crises can spark positive change
Constantinou, F. (2026). “Post-traumatic growth” in education: How crises can spark positive change. Research Matters: A Cambridge University Press & Assessment publication, 42, 20–38. https://doi.org/10.17863/CAM.134280
Crises such as epidemics, natural disasters, and armed conflicts are becoming increasingly common worldwide. While these events can significantly disrupt education, research on “post-traumatic growth” suggests that they may also foster positive change. To develop a more comprehensive understanding of how crises affect education, it is important to consider not only the challenges but also the potential benefits. This study addresses this issue using the recent COVID-19 pandemic as a case in point. Drawing on in-depth interviews with early years, primary, and secondary teachers from various countries, it explores how education may have benefited from the pandemic. The findings identify four domains positively influenced by the disruption, each linked to how key educational actors (e.g., teachers, students, parents) think, feel, act, and relate to one another. Specifically, the study captures a range of perspectives on how education might be reimagined (ideational benefits), while also illustrating the pandemic’s positive impact on emotions and attitudes (affective benefits), practices (behavioural benefits), and interpersonal relationships (relational benefits). Overall, the study offers a more balanced and nuanced account of the pandemic’s impact on education, proposes a typology of crisis-induced benefits to inform future research, and contributes to ongoing discussions about the future(s) of education.
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Gaps in foundation mathematics understanding among 16-year-olds in England
Miranda, A. (2026). Gaps in foundation mathematics understanding among 16-year-olds in England. Research Matters: A Cambridge University Press & Assessment publication, 42, 39–64. https://doi.org/10.17863/CAM.134281
GCSE Mathematics (graded 9-1, U) is a compulsory subject for 16-year-old students in England. Yet roughly one-third of students do not achieve a standard pass (grade 4) and are required to resit their exams. This study investigated the gaps in mathematics understanding for learners taking foundation tier GCSE Mathematics.
Item-level data from 15 OCR GCSE Mathematics foundation tier papers (graded 5-1, U) from 2023 to 2025 were analysed using descriptive statistics and regression models.
The findings showed that items assessing problem solving within mathematical and non-mathematical contexts were the most challenging for students, particularly items requiring translation of problems into processes and evaluation of results. Geometry and algebra were the most challenging content areas, especially tasks involving vectors, translating procedures into algebraic expressions, and trigonometry. In addition, performance gaps between students who achieved grade 3 and grade 4 were largest in tasks involving routine procedures, multi-step solutions, and results interpretation.
The results highlight the need for stronger instruction and practice in problem solving, algebra and geometry, as well as additional exposure to tasks involving routine and multi-step procedures. Strengthening these areas could potentially improve student outcomes and support progression for students at risk of not achieving a standard pass in GCSE Mathematics at foundation tier.
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Progression and earnings of students who leave post-16 education with low grades in their A Level qualifications
Vidal Rodeiro, C. L., & Gill, T. (2026). Progression and earnings of students who leave post-16 education with low grades in their A Level qualifications. Research Matters: A Cambridge University Press & Assessment publication, 42, 65–83. https://doi.org/10.17863/CAM.134282
In England, A Levels (graded A* to E) are the most popular post-16 qualification. They can lead to further / higher education or employment. However, not all A Level students achieve good grades.
What happens to students who leave school or college with lower A Level grades (grades D, E or U)? Are their opportunities for progression and their labour market returns (i.e., earnings) different from those of students with better grades (for example, those with grades C or above)?
Using linked administrative data connecting individuals’ education with their future education, employment and earnings, we sought to understand the progression and labour market outcomes of students who left post-16 education between 2004/05 and 2011/12 with low A Level grades. Progression and earnings for these students were compared to those of students with good A Level grades (grade C or above) and students with alternative qualifications (e.g., vocational qualifications).
The research showed: 1) students with low A Level grades followed different early pathways, entering employment more quickly but progressing less often into sustained education compared with higher-attaining peers. However, these differences diminished over time, with broadly similar participation in education and employment observed across groups after several years; 2) although students with good A Level grades earned less in the short-term, they outperformed students in the other groups in the long-term, with earnings gaps increasing over time.
These findings suggest the need for targeted policy interventions that aim to support students with low attainment during early transitions and to reduce inequalities in progression and earnings.
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Data literacy: Exploring secondary school teachers’ perspectives and skills
Vincent, A., Rushton, N., & Jellis, C. (2026). Data literacy: Exploring secondary school teachers' perspectives and skills. Research Matters: A Cambridge University Press & Assessment publication, 42, 84–107. https://doi.org/10.17863/CAM.134283
While teachers are expected to interpret complex tables and visualisations to support data driven decision making in schools, there is limited research evidence regarding teachers’ data literacy skills. These skills involve reading, comparing and analysing data, and considering it in relation to local and professional contexts.
To explore teachers’ data literacy skills, training needs and confidence, we conducted a small scale exploratory study comprising a questionnaire and follow-up interviews. Forty secondary school teachers in England from a range of roles and subject specialisms completed the questionnaire. Six of those teachers participated in interviews, which included interpreting three different Cambridge Insight data representations.
Findings indicated that most teachers regularly engaged with data and recognised its importance, with teachers in senior leadership teams considering data essential. Many teachers wanted more data literacy training, but this did not appear to be linked to a desire for promotion. Most teachers either developed their own data literacy skills or were trained by other school staff. The interview data revealed variations in teachers’ ability to interpret the different data representations, and their confidence in doing so. We conclude that schools need to understand teachers’ data literacy skill levels and training needs, and that assessment organisations need to consider the format in which they provide assessment data and the support they provide alongside it to enable accurate interpretation.
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Research Matters 42 - Research News
White, J. (2026). Research News. Research Matters: A Cambridge University Press & Assessment publication, 42, 108–109.
A summary of recent conferences, reports, blogs and research articles published since the last issue of Research Matters.
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