Professor George Leckie
B.Sc., MSc, PHD(Bristol)
- Multilevel modelling
- Longitudinal data analysis
- School value-added models
- School performance measures, league tables, accountability, choice, and improvement
- Applications of social statistics in education
Professor of Social StatisticsSchool of Education
I am a Professor of Social Statistics and Co-Director of the Centre for Multilevel Modelling (CMM) at the School of Education, University of Bristol, UK.
My methodological interests are in the development, application and dissemination of multilevel and related models to analyse educational and other data. My substantive interests focus on design, analysis, and communication issues surrounding school performance measures and league tables, especially the use of value-added models for estimating school effects on student achievement for accountability and choice purposes.
I was awarded the Frances Wood Medal in the Royal Statistical Society's 2017 honours for my contributions to Social Statistics over the past 10 years, especially my school league table research.
I am currently principal investigator on an ESRC standard grant on new school league table research and am a co-investigator on an MRC grant and on a Swedish Research Council grant. Previously, I held an ESRC Future Research Leaders grant and have been a co-investigator on four other substantial ESRC grants.
My first-authored research includes publications in leading applied statistics journals: Journal of the Royal Statistical Society, Series A; Journal of Educational and Behavioral Statistics; Journal of Educational Measurement; Journal of Statistical Software; and Psychological Methods; as well as substantive educational journals: British Educational Research Journal.
My co-authored research includes publications in further applied statistics journals: Oxford Bulletin of Economics and Statistics; Journal of Statistical Computation and Simulation; Statistics in Medicine; and Statistical Methods in Medical Research; and other top substantive journals: American Journal of Epidemiology; American Sociological Review; Criminology; Developmental Psychology; Journal of Management Studies.
I have taught over 50 multilevel modelling short courses across UK, Europe, Australia and US.Research grants
I have been grant funded 40% of my time over the ten year period 2010/11 through 2019/20. My grants as Principal Investigator sum to £650,000 while my grants as Co-Investigator sum to over £5 million.
- 2018-2021 How should we measure school performance and hold schools accountable? A study of competing statistical methods and how they compare to Progress 8, ESRC Standard Grant, £467,000, Principal Investigator.
- 2018-2021 Multilevel Analyses of Individual Heterogeneity: innovative concepts and methodological approaches in Public Health and Social Epidemiology, Swedish Research Council, £437,000, Co-Investigator
- 2016-2019 Modelling within-individual variation in repeated continuous exposures, MRC, £398,000, Co-Investigator
- 2013-2018 The development of cooperation in relationships: Protective processes for children vulnerable to mental health problems, Canadian Institute of Health Research, £274,000, Co-Investigator
- 2013-2017 eBooks: The use of interactive electronic-books in the teaching and application of modern quantitative methods in the social sciences, ESRC, £786,000, Co-Investigator
- 2013-2015 Multilevel modelling of the Government's new school performance measures, 'Floor Standards' Target and 'Narrowing the Gap' Priority, ESRC, £207,000, Principal-Investigator
- 2012-2013 The impact of family relationships on children's developmental health: Child versus context effects, £50,000, Canadian Institute of Health Research, Co-Investigator
- 2011-2015 LEMMA 3: Longitudinal effects, multilevel modelling and applications, ESRC, £1,393,000, Co-Investigator
- 2009-2012 e-STAT: National Centre for E-social Science Quantitative Node, ESRC, £1,100,000, Co-Investigator
- 2008-2011 LEMMA 2: STRUCTURES for building, learning, applying and computing statistical models, ESRC, £1,200,000, Co-Investigator
How should we measure school performance and hold schools accountable? A study of competing statistical methods and how they compare to Progress 8
In 2016, the Department for Education radically overhauled their secondary school accountability system and introduced 'Progress 8', arguing it to be the simplest and fairest school performance measure to date.…
24/09/2018 to 31/03/2022
Multilevel Analyses of Individual Heterogeneity in Public health: questioning past evidence with new conceptual and methodological approaches
DescriptionA growing number of “average” socioeconomic, ethnic and geographic differences in health overwhelms Public Health. However, the importance of these average disparities needs be critically questioned, based on their capacity…
01/01/2018 to 31/12/2021
01/10/2016 to 31/03/2019
The use of interactive electronic-books in the teaching and application of modern, quantitative social science methods
DescriptionThe importance of the statistically trained researcher in the social sciences has increased dramatically over recent years, with a huge range of opportunities for exploration and understanding that have risen…
01/10/2013 to 30/09/2017
The development of cooperation in relationships: Protective processes for children vulnerable to mental health problems
DescriptionFamily relationships are the strongest 'environmental' correlate of children's mental health problems. Yet because of methodological problems in the study of relationships we do not yet know whether the strength…
Managing organisational unit
01/04/2013 to 31/03/2018
Analysis of longitudinal jaw growth data to study sex differences in timing and intensity of the adolescent growth spurt for normal growth and skeletal discrepancies
Scandinavian Journal of Public Health
- E-pub ahead of print
A review and evaluation of secondary school accountability in England: Statistical strengths, weaknesses, and challenges for 'Progress 8' raised by Covid-19
Review of Education
- Accepted/In press
Journal of Adolescent Health
Evaluating the "Dove Confident Me" Five-Session Body Image Intervention Delivered by Teachers in Schools
Journal of Adolescent Health