Dr Tom Perry

School of Education
Lecturer

Contact details

Telephone: +44 (0)121 414 3475
Email: t.w.perry@bham.ac.uk
Twitter: @TWPerry1

Address: School of Education
University of Birmingham
Edgbaston, Birmingham
B15 2TT, United Kingdom

Tom is an education researcher, lecturer and former school teacher working to foster research- and evidence-informed policy and practice in education. His research and teaching centres on school improvement and educational leadership, equipping school and system leaders at all levels to use research and evidence for school improvement. Tom is a nationally-recognised expert in quantitative research and secondary data analysis.

Tom’s current work and affiliations include:

Programme Leader and Lecturer, MA School Improvement and Educational Leadership, University of Birmingham
Research Associate, Centre for the Use of Research and Evidence in Education (CUREE)
Editorial board member, Educational Review
Associate Analyst, UK Government Department for Education(Quantitative Research and Secondary Data Analysis specialism)
Fellow, Higher Education Academy
Professional Affiliate, Chartered College of Teaching

Find out more about Tom’s work and publications on his personal website: www.thomasperry.education

Staff details
Media information

Qualifications

PhD Education, University of Birmingham
PGCE – Secondary Business Education, University of Warwick
MSc Economics, University of Leicester
BSc Economics, University of Leicester

Teaching

MA School Improvement and Educational Leadership

MA Social Research Methods

Doctoral research

PhD title: PERRY, T. (2016). The validity, interpretation and use of school value-added measures (Ph.D. thesis, University of Birmingham, School of Education). Available: http://etheses.bham.ac.uk/6773/ Funding: Economic and Social Research Council (ESRC) (Studentship with enhanced Advanced Quantitative Methods Stipend) Tom’s PhD research was on school value-added measures. He examined the validity of the value-added method in relation to its uses in education policy, research and practice. The core research concern was the various threats to measure validity and the robustness of the method to evaluate whether various areas of application are justified.

Other activities

Editorial board member for Educational Review
DfE Associate Analyst pool member (Quantitative Research and Secondary Data Analysis specialism)

Tom has reviewed for British Educational Research Journal, Educational Review, Review of Education, the LINK journal, the Journal of Professional Capital and Community, and Harvard Education Press.

Publications

Recent publications

Article

Morris, R & Perry, T 2019, 'Private schools for free? Parents’ reasons for choosing a new Free School for their child' Cambridge Journal of Education. https://doi.org/10.1080/0305764X.2019.1571561

Perry, T 2019, '‘Phantom’ compositional effects in English school value-added measures: the consequences of random baseline measurement error' Research Papers in Education, vol. 34, no. 2, pp. 239–262. https://doi.org/10.1080/02671522.2018.1424926

Perry, T, Davies, P & Qiu, T 2018, 'Great grade expectations? The role of pupil expectations in target setting' International Journal of Educational Research, vol. 89, pp. 139-152. https://doi.org/10.1016/j.ijer.2017.10.010

Perry, T 2017, 'Inter-method reliability of school effectiveness measures: a comparison of value-added and regression discontinuity estimates' School Effectiveness and School Improvement, vol. 28, no. 1, pp. 22-38. https://doi.org/10.1080/09243453.2016.1203799

Perry, T 2016, 'English value-added measures: examining the limitations of school performance measurement' British Educational Research Journal, vol. 42, no. 6, pp. 1056–1080. https://doi.org/10.1002/berj.3247

Morris, R & Perry, T 2016, 'Reframing the English grammar schools debate' Educational Review, vol. 69, no. 1, pp. 1-24. https://doi.org/10.1080/00131911.2016.1184132

Chapter (peer-reviewed)

Irwin-Rogers, K & Perry, T 2015, Exploring the impact of sentencing factors on sentencing domestic burglary. in JV Roberts (ed.), Exploring Sentencing Practice in England and Wales. Palgrave, pp. 194-220. https://doi.org/10.1057/9781137390400_11

View all publications in research portal

Expertise

Selected Media Impact

PERRY, T. (2018). School progress measures are a missed opportunity for a fairer and more informative approach. Social Sciences Birmingham Blog. Available: https://blog.bham.ac.uk/socialsciencesbirmingham/2018/05/25/school-progress-measures-are-a-missed-opportunity-for-a-fairer-and-more-informative-approach/

BBC RADIO (2018) Expert interview for BBC Radio 4 More or Less programme for a feature on school progress measures (programme to be aired in April).

ROBERTSON, A. (2018) How Progress 8 disguises grammar school pupils’ true performance. News Report - Schools Week. Available: https://schoolsweek.co.uk/how-progress-8-disguises-grammar-school-pupils-true-attainment/

PERRY, T. (2018) Progress 8 is biased towards grammar schools – here’s the solution. Expert Piece - Schools Week. Available: https://schoolsweek.co.uk/progress-8-is-biased-towards-grammar-schools-heres-the-solution/

SANDERSON, D (2018) Education undervalued in Scotland, teachers say. The Times. 3^rd January 2018. Available:
https://www.thetimes.co.uk/edition/scotland/education-undervalued-in-scotland-teachers-say-hrz8znnbk
(Times article based on survey results from CUREE international teacher professionalism comparative research)

PERRY, T. (2017) How much confidence should we place in a progress measure? SSAT Blog. Available:
https://www.ssatuk.co.uk/blog/confidence-progress/

PERRY, T. (2017) Why new school performance tables tell us very little about school performance, The Conversation. Available: https://theconversation.com/why-new-school-performance-tables-tell-us-very-little-about-school-performance-71235

PERRY, T. and MORRIS, R. (2016) Time for an honest debate about grammar schools. The Conversation. Available: https://theconversation.com/time-for-an-honest-debate-about-grammar-schools-62370