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Tammy Campbell

Tammy Campbell

CASE British Academy Post-Doctoral Fellow

Telephone:
+44 (0)20 7955 6683
Email:
t.campbell1@lse.ac.uk
Connect:
Website
Links:
CASE

Biography

Tammy Campbell's current research interests are:

  • Month of birth/relative age effects: causes, manifestations and consequences
  • Disparities in early attributions of special educational needs and disabilities, and the interplay of factors influencing inequities - at the child, family, school, area, and social/political levels
  • Biases, stereotyping and error in judgements and assessments of children's 'abilities' and capacities
  • Effects of and inequalities in early 'ability' grouping
  • Pre-school education: the distribution of children with different characteristics across/within settings, and consequences of patterns here; inequities in access to early education
  • The interplay between parents’ religious beliefs, the type of school their child attends, and the choice of school-types in their area

Tammy's latest projects include:

Latest

CASEpapers
No such thing as a free lunch? Exploring the consistency, validity, and uses of the ‘Free School Meals’ (FSM) measure in the National Pupil Database

12 November 2021

Tammy Campbell and Polina Obolenskaya

This paper examines the existing literature on what the Free School Meals (‘FSM’) measure in the National Pupil Database (NPD) can proxy, and on ways in which the measure is used and understood. Through new empirical ana... Read more...
CASEpapers
Special Educational Needs and Disabilities within the English primary school system: What can disproportionalities by season of birth contribute to understanding processes behind attributions and (lack of) provisions?

01 June 2021

Tammy Campbell

This working paper uses de-identified National Pupil Database records spanning 2008 – 2018 (N children=6 million+) to map disproportionalities by birth season and gender in attributions of levels of Special Education... Read more...
CASEbriefs
Little fish, big streams: How do early in-class maths ‘ability’-groups and early teacher judgements relate to primary school children’s later maths self-concept?

19 March 2021

Tammy Campbell

This paper summarises research examining predictors of primary school children’s maths self-concept at age 11. It finds that the in-class ‘ability’ group children were placed in four years earlier, at age seven, strongly... Read more...
CASEbriefs
Inequalities in the experience of early education in England: Access, peer groups and transitions

07 June 2019

Tammy Campbell, Ludovica Gambaro and Kitty Stewart

There are long-standing disparities in child development between children from different backgrounds. Progress in narrowing gaps is slow and differences remain wide, especially by household income. This Nuffield Found... Read more...
CASEpapers
Inequalities in the experience of early education in England: Access, peer groups and transitions

07 June 2019

Tammy Campbell, Ludovica Gambaro and Kitty Stewart

This paper summarises the output of a Nuffield-funded research project exploring inequalities in three aspects of children’s experience in early education in England. The main focus of the project was on ‘peer effects’ i... Read more...
STICERD Work in Progress Seminars
“Universal” pre-schooling: who benefits? Analysis using the English National Pupil Database

13 January 2017

Tammy Campbell (CASE, London School of Economics)

Read more...

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