Assessing the Value for Money of Educational Interventions: A Consistent Appraisal Framework for Education | Ongoing
Client: UK Department for Education (DfE), delivered in partnership with University College London (UCL) and the Institute for Fiscal Studies (IFS), as part of the Economics of Education Research Centre (EERC)
Type of Project: Standards & Methods Development
Description: How should a government department appraise the value for money of everything it funds, not just whether one programme works? DfE asked us to develop a consistent, education-specific framework for doing exactly that: grounded in HM Treasury's Green Book, and its forthcoming wellbeing update that our team is writing, but specialised to education. Rather than evaluating a single programme, the framework resolves the questions any education appraisal must answer: how to link short-term measured effects to lifetime benefits; which units of account to use, running income alongside QALYs for health and WELLBYs for wider wellbeing, with clear rules against double-counting; how to handle variation across pupils, settings, and places; and on whom the benefits fall. It is built iteratively: an initial guidance analysts can use at once, strengthened with longitudinal cohort evidence, then tested on real case studies across the learner lifecycle, including early years, teaching, post-16, SEND, attendance, and consolidated into a final report and toolkit, co-produced with DfE. The output is not another evaluation but the method by which DfE appraises education spending on a consistent footing – setting the method, not merely applying it.
Final report expected in June 2028.