ORCID Profile
0000-0002-9529-8860
Current Organisation
University College London
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: The IFS
Date: 11-08-2021
Publisher: Springer Science and Business Media LLC
Date: 1999
Publisher: Informa UK Limited
Date: 10-2009
Publisher: Elsevier BV
Date: 08-2019
Publisher: Elsevier BV
Date: 08-2019
Publisher: Wiley
Date: 06-2011
Publisher: Wiley
Date: 09-2011
Publisher: Forschungsinstitut zur Zukunft der Arbeit GmbH
Date: 2022
Publisher: Wiley
Date: 06-2011
Publisher: BMJ
Date: 02-11-2017
DOI: 10.1136/ARCHDISCHILD-2017-313777
Abstract: We used national data to study differences in academic achievement between 5-year-old children with an isolated oral cleft and the general population. We also assessed differences by cleft type. Children born in England with an oral cleft were identified in a national cleft registry. Their records were linked to databases of hospital admissions (to identify additional anomalies) and educational outcomes. Z-scores (signed number of SD actual score is above national average) were calculated to make outcome scores comparable across school years and across six assessed areas ( personal development, communication and language, maths, knowledge of world, physical development and creative development ). 2802 children without additional anomalies, 5 years old between 2006 and 2012, were included. Academic achievement was significantly below national average for all six assessed areas with z-scores ranging from −0.24 (95% CI −0.32 to −0.16) for knowledge of world to −0.31 (−0.38 to −0.23) for personal development . Differences were small with only a cleft lip but considerably larger with clefts involving the palate. 29.4% of children were documented as having special education needs (national rate 9.7%), which varied according to cleft type from 13.2% with cleft lip to 47.6% with bilateral cleft lip and palate. Compared with national average, 5-year-old children with an isolated oral cleft, especially those involving the palate, have significantly poorer academic achievement across all areas of learning. These outcomes reflect results of modern surgical techniques and multidisciplinary approach. Children with a cleft may benefit from extra academic support when starting school.
Publisher: Wiley
Date: 03-2006
Publisher: Elsevier BV
Date: 07-2017
Publisher: Swansea University
Date: 21-08-2018
Abstract: Administrative health data recorded for in idual health episodes (such as births, deaths, physician visits, and hospital stays) are being widely used to study policy-relevant scientific questions about population health, health services, and quality of care. Furthermore, an increasing number of international health comparisons are being undertaken with these data. An essential pre-requisite to such international comparative work is a detailed characterization of existing international health data resources, so that they can be more readily used in comparison studies across counties. A major challenge to such international comparative work is the variability across countries in the extent, content, and validity of existing administrative data holdings. Recognizing this, we have undertaken an international pilot process of compiling detailed data about data – i.e., a “meta-data catalogue” – for existing international administrative health data holdings. The methodological process for collecting these meta-data is described here, along with some general descriptive results for selected countries included in the pilot.
Publisher: Elsevier BV
Date: 05-2020
Publisher: Elsevier BV
Date: 08-2019
Publisher: Oxford University Press (OUP)
Date: 10-03-2005
DOI: 10.1111/J.1467-985X.2004.00360.X
Abstract: Regression, matching, control function and instrumental variables methods for recovering the effect of education on in idual earnings are reviewed for single treatments and sequential multiple treatments with and without heterogeneous returns. The sensitivity of the estimates once applied to a common data set is then explored. We show the importance of correcting for detailed test score and family background differences and of allowing for (observable) heterogeneity in returns. We find an average return of 27% for those completing higher education versus anything less. Compared with stopping at 16 years of age without qualifications, we find an average return to O-levels of 18%, to A-levels of 24% and to higher education of 48%.
Publisher: Department for Education
Date: 27-11-2018
Publisher: Cold Spring Harbor Laboratory
Date: 05-04-2022
DOI: 10.1101/2022.04.01.22273280
Abstract: Special Educational Needs (SEN) provision for school children provides extra support and reasonable adjustments for children and young people with additional educational, behavioural or health needs to ensure equal education opportunities for ex le those born with a healthcare need such as cleft lip and palate may be provided SEN to aid with challenges in communications. However, there is limited knowledge of whether SEN provisions impact academic or health outcomes in such a population and conducting a randomised controlled trial to establish this evidence is not plausible. In lieu of randomised controlled trials, target trial emulation methods can be used in attempt to answer causal questions using observational data whilst reducing confounding and other biases likely to arise with such data. The Education and Child Health Insights from Linked Data (ECHILD) dataset could be used as part of trial emulation methods to understand the impact of SEN provisions on academic and healthcare outcomes. ECHILD is the first dataset to hold longitudinal school, health and social care data on all pupils in England, obtained by linking the National Pupil Database (NPD) with Hospital Episode Statistics (HES). In this protocol, we describe how the ECHILD dataset could be used to explore and conduct a target trial emulation to evaluate whether children who were born with cleft lip and palate would have different unplanned hospital utilisation if they received or did not receive SEN provisions by Year 1 (specifically by January in their second year of school) when they are aged 5 or 6. Focussing on the population of children who are identified as having been born with cleft lip and palate, an intervention of varying levels of SEN provision (including no SEN provision) by January of the second year of school, and an outcome of unplanned hospital utilisation, we apply a trial emulation design to reduce confounding when using observational data to investigate the causal impact of SEN on unplanned hospital admissions. Our target population is children born 2001-2014 who had a recording of cleft lip and palate in HES and who started their second year of primary school (Year 1) in a state school between 2006 and 2019 children with a first recording of cleft lip and palate after Year 1 were excluded (these were pupils who likely immigrated to England after birth). We intend to use a time window of SEN provision assignment between the start of school (reception) and by the January school census in Year 1. Using target trial emulation, we aim to estimate the average treatment effect of SEN provision on the number of unplanned hospital admissions (including admissions to accident and emergency) between the January school census in Year 1 and Year 6 (the end of primary school, when children are 10-11 years old). Permissions to use linked, de-identified data from Hospital Episode Statistics and the National Public Database were granted by DfE (DR200604.02B) and NHS Digital (DARS-NIC-381972). Ethical approval for the ECHILD project was granted by the National Research Ethics Service (17/LO/1494), NHS Health Research Authority Research Ethics Committee (20/EE/0180) and UCL Great Ormond Street Institute of Child Health’s Joint Research and Development Office (20PE06). Stakeholders (academics, clinicians, educators and child/young people advocacy groups) will consistently be consulted to refine populations, interventions and outcomes of studies that use the ECHILD dataset to conduct target trial emulation. Scientific, lay and policy briefings will be produced to inform public health policy through partners in the Department of Education and the Department of Health and Social Care.
Publisher: Elsevier BV
Date: 2017
Publisher: Wiley
Date: 07-2002
Publisher: Wiley
Date: 08-2006
Publisher: Elsevier BV
Date: 12-2014
Publisher: IFS
Date: 05-11-2014
Publisher: Swansea University
Date: 06-09-2018
Abstract: IntroductionThere is a lack of evidence of the adverse effects of air pollution and pollen on cognition for people with air quality related health conditions. This study explored the effects of air quality and respiratory health conditions on educational attainment for 18,241 pupils across the city of Cardiff, United Kingdom. Objectives and ApproachAnonymised, routinely collected health and education data were linked at the household and school level with modelled high spatial resolution pollution data, and daily pollen measurements using the Secure Anonymised Information Linkage (SAIL) databank. This created 7 repeated cross-sectional cohorts (2009-2015). Multilevel linear regression analysis examined whether exam performance was associated with health status and/or air quality levels averaged at school and home locations during revision and examination periods. We also investigated the combined effects of air quality and associations with educational attainment for pupils who were treated for asthma and/or Severe Allergic Rhinitis (SAR), and those who were not. ResultsThe cohort contained 9337 males and 8904 female pupils. There were 871 treated for asthma, 2091 for SAR, and 634 treated for both. Asthma was not associated with exam performance (p=0.700). However, SAR was positively associated with exam performance (p 2) was negatively associated with educational attainment (p = 0.002). Other indicators of air quality (pollutants: Ozone, Particulate Matter - PM2.5, and pollen) were not associated with educational attainment (p 0.05). Exposure to NO2 was negatively associated with educational attainment irrespective of treatment for asthma or SAR. There was no combined effect of air quality on the variation in educational attainment between those who are treated for asthma and/or SAR and those who were not. Conclusion/ImplicationsIrrespective of health status, exposure to NO2 was negatively associated with educational attainment. Treatment seeking behaviour may be a possible explanation for the positive association between SAR and educational attainment. For a more accurate reflection of health status, health outcomes not subject to treatment seeking behaviour should be investigated.
Publisher: University of Wisconsin Press
Date: 2009
DOI: 10.3368/JHR.44.4.827
Publisher: Elsevier
Date: 2010
Publisher: Oxford University Press (OUP)
Date: 15-07-2014
DOI: 10.1111/RSSA.12071
Abstract: Previous research has found that children who are born later in the academic year have lower educational attainment, on average, than children who are born earlier in the year, especially at younger ages much less is known about the mechanisms that drive this inequality. The paper uses two complementary identification strategies to estimate an upper bound of the effect of age at test by using rich data from two UK birth cohorts. We find that differences in the age at which cognitive skills are tested accounts for the vast majority of the difference in these outcomes between children who are born at different times of the year, whereas the combined effect of the other factors (age of starting school, length of schooling and relative age) is close to zero. This suggests that applying an age adjustment to national achievement test scores may be an appropriate policy response to overcome the penalty that is associated with being born later in the academic year. Age at test does not, however, explain all of the difference in children's view of their own scholastic competence. Age adjusting national achievement test scores may help to overcome differences in ability beliefs between children who are born at different times of the year, but our results suggest that additional policy responses may be required.
Publisher: MIT Press - Journals
Date: 02-2002
Publisher: SAGE Publications
Date: 27-04-2017
Abstract: In this article, we compare the two main types of student loans used to finance postsecondary education: mortgage-type loans, which are repaid over a set period of time and mainly used in the United States and income-contingent loans, which are repaid depending on students’ future income and used in Australia and England. We argue that the major concern with mortgage-type loans is the repayment burden that falls on students. Repayment burden—the proportion of a debtor’s income required to repay loans—is fundamental to the assessment of student loan systems because it affects the probability of students defaulting on loan repayment, and because it bears on debtors’ consumption and standard of living. We show that Stafford loans imply extremely difficult financial circumstances for a minority of U.S. loan recipients, and that income-contingent loans can solve those problems. The financial benefits of income-contingent loans are illustrated through a hypothetical student loan experience.
Publisher: Elsevier BV
Date: 08-2019
Publisher: American Society for Microbiology
Date: 15-06-2017
Abstract: The complete genome sequences of two endophytic Streptomyces sp. strains, LUP30 and LUP47B, were analyzed. These strains were isolated from surface-sterilized roots of lucerne plants from South Australia and were found to promote the growth of the rhizobial partner in vitro and significantly increased nodulation and nitrogen fixation in lucerne plants.
Publisher: Oxford University Press (OUP)
Date: 06-2016
DOI: 10.1093/IJE/DYW117
Publisher: Elsevier BV
Date: 11-2015
Publisher: Routledge
Date: 13-09-2010
Publisher: Springer Science and Business Media LLC
Date: 17-06-2021
DOI: 10.1038/S41467-021-23930-2
Abstract: The relationship between detritivore ersity and decomposition can provide information on how biogeochemical cycles are affected by ongoing rates of extinction, but such evidence has come mostly from local studies and microcosm experiments. We conducted a globally distributed experiment (38 streams across 23 countries in 6 continents) using standardised methods to test the hypothesis that detritivore ersity enhances litter decomposition in streams, to establish the role of other characteristics of detritivore assemblages (abundance, biomass and body size), and to determine how patterns vary across realms, biomes and climates. We observed a positive relationship between ersity and decomposition, strongest in tropical areas, and a key role of abundance and biomass at higher latitudes. Our results suggest that litter decomposition might be altered by detritivore extinctions, particularly in tropical areas, where detritivore ersity is already relatively low and some environmental stressors particularly prevalent.
Publisher: JSTOR
Date: 02-1988
DOI: 10.2307/1928148
Publisher: Elsevier BV
Date: 11-1999
Publisher: The IFS
Date: 29-02-2020
Publisher: Wiley
Date: 06-2012
Publisher: Wiley
Date: 06-2011
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 11-2003
Publisher: Oxford University Press (OUP)
Date: 28-06-2012
DOI: 10.1111/J.1467-985X.2012.01043.X
Abstract: The paper makes use of newly linked administrative education data from England to understand better the determinants of participation in higher education (HE) among in iduals from low socio-economic backgrounds. The data are unique in being able to follow the population of two cohorts of pupils in England—those who might have entered HE between 2004–2005 and 2006–2007—from age 11 to age 20 years. The findings suggest that, although large differences in HE participation rates and participation rates at high status universities by socio-economic background remain, these differences are substantially reduced once prior achievement is included. Moreover, these findings hold for both state and private school pupils. This result suggests that poor achievement in secondary schools is more important in explaining lower HE participation rates among pupils from low socio-economic backgrounds than barriers arising at the point of entry to HE. These findings are consistent with the need for earlier policy intervention to raise HE participation rates among pupils from low socio-economic backgrounds.
Publisher: Elsevier BV
Date: 12-2022
Publisher: BMJ
Date: 08-07-2021
Publisher: Oxford University Press
Date: 31-08-2021
DOI: 10.1093/ACREFORE/9780190625979.013.658
Abstract: The rapid worldwide growth in higher education undergraduate enrollments since around 1990 has meant that governments have had to rethink provision and funding arrangements to help ensure both cost-effective and equitable outcomes. It is important to understand in detail the fundamental financial conceptual building blocks that are necessary for an efficacious and socially just higher education financing system. In response to the critical question of who should pay for higher education and student income support, the case for the sharing of the costs between students, graduates, and taxpayers is overwhelming from the perspectives of both efficiency and equity. Further, there is a consensus that governments should intervene with respect to the underwriting of student loans, but there are very important and quite different implications for borrowers with respect to loan collection arrangements. The most equitable and effective higher education financing instrument involves loans that are repaid only when and if debtors can afford to do so, known as income-contingent loans. The less desirable form of student loans, defined by time-based collection, is internationally still the most common approach, but recent advances in economic theory and econometric methodology provide both conceptual bases and exciting and innovative ways for governments to understand why traditional student loan approaches are inferior to income-contingent collection. When the effects of student loans on access and welfare become more properly understood, the case for targeted assistance for all disadvantaged prospective students for reasons of social justice remains compelling. The importance of the attainment of the right financing system was highlighted by the economic trauma associated with the COVID-19 pandemic, an ordeal that caused many universities to experience an entirely unexpected financial crisis and led millions of students to struggle with unanticipated loan repayment difficulties.
Publisher: Wiley
Date: 03-2012
Publisher: Wiley
Date: 15-08-2010
Publisher: Routledge
Date: 28-03-2022
Publisher: Elsevier BV
Date: 11-2020
Publisher: Oxford University Press (OUP)
Date: 02-2000
Publisher: Wiley
Date: 02-02-2005
Publisher: Swansea University
Date: 21-08-2018
Abstract: Introduction There is a lack of evidence on the adverse effects of air pollution on cognition for people with air quality-related health conditions. We propose that educational attainment, as a proxy for cognition, may increase with improved air quality. This study will explore whether asthma and seasonal allergic rhinitis, when exacerbated by acute exposure to air pollution, is associated with educational attainment. Objectives To describe the preparation of in idual and household-level linked environmental and health data for analysis within an anonymised safe haven. Also to introduce our statistical analysis plan for our study: COgnition, Respiratory Tract illness and Effects of eXposure (CORTEX). Methods We imported daily air pollution and aeroallergen data, and in idual level education data into the SAIL databank, an anonymised safe haven for person-based records. We linked in idual-level education, socioeconomic and health data to air quality data for home and school locations, creating tailored exposures for in iduals across a city. We developed daily exposure data for all pupils in repeated cross sectional exam cohorts (2009-2015). Conclusion We have used the SAIL databank, an innovative, data safe haven to create in idual-level exposures to air pollution and pollen for multiple daily home and school locations. The analysis platform will allow us to evaluate retrospectively the impact of air quality on attainment for multiple cross-sectional cohorts of pupils. Our methods will allow us to distinguish between the pollution impacts on educational attainment for pupils with and without respiratory health conditions. The results from this study will further our understanding of the effects of air quality and respiratory-related health conditions on cognition. Highlights This city-wide study includes longitudinal routinely-recorded educational attainment data for all pupils taking exams over seven years High spatial resolution air pollution data were linked within a privacy protected databank to obtain in idual exposure at multiple daily locations This study will use health data linked at the in idual level to explore associations between air pollution, related morbidity, and educational attainment.
Publisher: IOP Publishing
Date: 05-2021
Abstract: Evidence about the impact of air pollution on cognitive development of children has been growing but remains inconclusive. To investigate the association of air pollution exposure and the cognitive development of children in the UK Millennium Cohort Study. Longitudinal study of a nationally representative s le of 13 058–14 614 singleton births, 2000–2002, analysed at age 3, 5 and 7 years for associations between exposure from birth to selected air pollutants and cognitive scores for: School Readiness, Naming Vocabulary (age 3 and 5), Picture Similarity, Pattern Construction (age 5 and 7), Number Skills and Word Reading. Multivariable regression models took account of design stratum, clustering and s ling and attrition weights with adjustment for major risk factors, including age, gender, ethnicity, region, household income, parents’ education, language, siblings and second-hand tobacco smoke. In fully adjusted models, no associations were observed between pollutant exposures and cognitive scores at age 3. At age 5, particulate matter (PM 2.5 , PM 10 ), nitrogen dioxide (NO 2 ), sulphur dioxide (SO 2 ) and carbon monoxide (CO) were associated with lower scores for Naming Vocabulary but no other outcome except for SO 2 and Picture Similarity. At age 7, PM 2.5 , PM 10 and NO 2 were associated with lower scores for Pattern Construction, SO 2 with lower Number Skills and SO 2 and ozone with poorer Word Reading scores, but PM 2.5 , PM 10 and NO 2 were associated with higher Word Reading scores. Adverse effects of air pollutants represented a deficit of up to around four percentile points in Naming Vocabulary at age 5 for an interquartile range increase in pollutant concentration, which is smaller than the impact of various social determinants of cognitive development. In a study of multiple pollutants and outcomes, we found mixed evidence from this UK-wide cohort study for association between lifetime exposure to air pollutants and cognitive development to age 7 years.
Publisher: Wiley
Date: 29-01-2019
DOI: 10.1111/OBES.12261
Publisher: Elsevier BV
Date: 2018
DOI: 10.2139/SSRN.3196760
Publisher: Oxford University Press
Date: 17-11-2016
Publisher: BMJ
Date: 14-10-2015
DOI: 10.1136/BMJ.H5298
Publisher: Oxford University Press (OUP)
Date: 17-01-2008
Publisher: Wiley
Date: 11-1996
Publisher: Elsevier BV
Date: 2016
Publisher: The IFS
Date: 17-06-2022
Publisher: Oxford University Press (OUP)
Date: 1997
Publisher: The IFS
Date: 25-03-2021
Publisher: Swansea University
Date: 31-08-2018
Abstract: IntroductionThe Secure Anonymised Information Linkage (SAIL) databank facilitated linkage of routinely collected health and education data, high spatial resolution pollution modelling and daily pollen measurements for 18,241 pupils in 7 cross-sectional cohorts across Cardiff city, UK, to investigate effects of air quality and respiratory health conditions on education attainment. Objectives and ApproachAn urban atmospheric dispersion and chemistry modelling system (ADMS-Urban) simulated modelled hourly concentrations of air pollutants: PM2.5, PM10, NO2 and ozone levels. These were summarised into minimum, average and maximum daily readings for 4 time periods (e.g. school hours 9am-3pm) for all home and school locations across Cardiff between 2009 and 2015. The combination of different pollutants, measurements and time-periods created a comprehensive multi-row dataset per location. We transformed the dimensionality of this high-resolution data to create one row of summarised data per pupil per cohort, in preparation for statistical analysis. Results157,361 school and home locations across Cardiff were anonymised and household linkage fields were appended to combine pollution estimates at the household/school to in idual health data. The pollution dataset contained 369 columns, 472,083 rows per year with one column per location, pollutant type, pollutant measurement, daily time-period, and day of year. Dataset transformation reduced algorithm computation by creating a single date column, producing a five column, 3,446,205,900-row matrix per year dataset. The algorithm adjusted for weekends, school/bank holidays and allowed location to vary 3pm-5pm on school days when pupil location was uncertain. The algorithm calculated tailored pollution exposures per pupil for revision and examination periods, creating one row per pupil and reducing 7 years of data and 24 billion rows to 18,241. Conclusion/ImplicationsWe successfully linked 95% of the cohorts’ household/school pollution data to their corresponding health and education data. This demonstrates data linking retrospective exposures for total populations using multiple daily locations, and extends our analysis platform for natural experiments to include daily exposure. Future work includes adding modelled route exposures.
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Lorraine Dearden.