Sean Demack
Deputy Head of Sheffield Institute of Education 香蕉视频 & Knowledge Exchange (SIRKE)
Summary
I am the Deputy Head of the Sheffield Institute of Education 香蕉视频 and Knowledge Exchange (SIRKE) and a social statistician with extensive expertise in leading and managing quantitative research, evaluation, and methodological studies in the field of education. My work focuses particularly on the critical application of quantitative methodologies, especially in relation to educational equality and equity. I am particularly concerned with the misuse or misapplication of statistics, especially in research on educational outcomes for marginalized groups.
I have overseen the expansion of the quantitative team in SIRKE from two to six people and this has helped to secure funding for high profile, large scale mixed-methods research, evaluation and knowledge exchange projects with strong quantitative elements. Over the past four years, I have been central to securing just under £4 million in funding from Governmental What Works centres, including the Education Endowment Foundation (EEF), Transforming Attainment and Student Outcomes (TASO), and the Youth Endowment Fund (YEF). This funding has supported a variety of evaluation, methodology, and review projects.
I have designed and led over 15 large-scale Randomized Controlled Trials (RCTs) focused on evaluating the causal impact of educational and youth programs and contributed to the development of RCT methodologies within English educational settings. A current example of this are papers that explore implications of classroom-level clustering in educational RCT designs. This research highlights how segregating students by measured attainment results in a strong clustering of data at the classroom level, which has profound methodological implications for RCT design as well as notable sociological and political consequences.
I have a long-standing record of publications that have explored ethnic differences in educational success across the education system in England. This work has been empirical, methodological, and theoretical and resulted in my involvement with the development of
"QuantCrit" which integrates quantitative research through a Critical Race Theory (CRT) lens. QuantCrit critiques the use of quantitative research to understand racism, and advocates for "a principled ambivalence to number" along with a deeper examination of the subjective decisions in statistical research. QuantCrit has become internationally influential and is widely cited and led to the Routledge ‘How to QuantCrit’ book published in 2025.
I started at SHU as a lecturer in Applied Statistics 1999 before moving to Sociology in 2004 and then Education (SIRKE) in 2010. Since joining SIRKE my work has become predominantly research and evaluation projects but I have continued to give guest lectures, teach on the Masters in 香蕉视频 (MRes) and supervise PhD students.
Outside of academia, I love music, film, walking, cooking, eating, drinking, flora and fauna.
About
Using the 649 words to expand on points in the short bio - and to add some references to
In relation to classroom-level clustering, Demack (2019) drew on two educational RCTs (Boylan et al., 2015 and Demack et al., 2022) to highlight the very strong clustering of attainment data at a classroom level and discuss the profound implications for the design of educational RCTs. I have also reflected on the sociological and political implications of the strength of clustering of attainment data at the classroom and school levels (Demack 2021 & 2023a).
My involvement with the development of QuantCrit began in a research project funded by the Society of Education Studies 2013 national award (Gillborn et al., 2016), developed through presentations at the 2016 and 2018 AERA conferences and published in 2018 (Gillborn et al., 2018). The 2018 AERA paper was developed into a chapter in an edited Critical Race Theory (CRT) methodology text book (Decuir-Gunby et al., 2018). A Routledge 'How to QuantCrit' book is out in 2025 (Castillo & Strunk, 2025)
I applied a QuantCrit analytical framework in a paper that examined problematic statistical practices at institutional and national levels in HE equality analyses relating to student ethnicity (Demack, 2023b).
I am on the editorial board for two journals and regularly undertake reviews of quantitative submissions for numerous journals and the What Works centres. I organised the Radical Statistics conference held in Sheffield in March 2023 and will be involved in the 50 year anniversary in 2025. I tend to give one or two invited seminars externally per year.
I grew up in the Northwest of England in the 1970s and 80s. The death-rattle years of the brutal British Empire. I am a disciple of the late, great DJ, John Peel who introduced me to music from the mighty Fall, Reggae and Dub (On-U sound in the area), Techno, Big Black, Crass, Triffids, Half Man Half Biscuit and Nick Cave. I love food, wine and cooking and have a bias towards Italian cuisine picked up from my visits to Italy. I value green space and draw on the flora and fauna of the Sheffield area to sustain my mental health. This has become increasingly important as the years progressed and I witnessed the disintegration of the social contract and support in England through the decades of cruel, vicious and greedy policies of Conservative and Labour Governments.
Boylan, M., Demack, S., Willis, B., Stevens, A., Adams, G. & Verrier, D. (2015) RCT-centred evaluation of the MRP PD programme.
Castillo, W. & Strunk, K., K. (2025) How to QuantCrit: Applying CRT to Quantitative Data in Education.
DeCuir-Gunby, J.T., Chapman, T.K. & Schutz, P.A. (2018 eds) Understanding Critical Race 香蕉视频 Methods and Methodologies.
Demack, S (2023a) Pupils Segregated: Inequality Engineered. Presented at the Radical Statistics Conference in Sheffield, March 2023.
Demack, S. (2023b) An onion of White advantage? (in UK HE degree attainment). Radical Statistics 134 pp28-47
Demack, S. (2021) The statistics of pupil segregation in England. Radical Statistics 129 pp45-69.
Demack, S. (2019) Does the classroom level matter in the design of educational trials? A theoretical and empirical review.
Demack, S., Boylan, M., Culliney, M. & Wolstenholme, C. (2022) Evaluation Report for Realistic Maths Education
Gillborn. D., Rollock, N. Warmington, P. & Demack, S. (2016) Race, Racism and Education: inequality, resilience and reform in policy & practice. Final report on two-year project funded by the Society for Educational Studies (SES) National Award 2013.
Gillborn, D., Warmington, P. & Demack, S. (2018) QuantCrit: education, policy, ‘Big Data’ and principles for a critical race theory of statistics, Race Ethnicity and Education, 21:2, 158-179,
Teaching
College of Social Sciences and Arts
Education, Sociology & Statistics (but based in SIRKE)
MRES, Doctorate in Education
Advanced Quantitative Methods & Methodologies
香蕉视频
- Centre for Regional Economic and Social 香蕉视频
- Social and Economic 香蕉视频 Institute
Example RCT-centred evaluation projects:
English Mastery (ongoing)
https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/english-mastery-accelerator-fund
Tavistock Relationships Mentalization Based Therapy: Parents under Pressure (ongoing)
https://youthendowmentfund.org.uk/funding/who-we-fund/tavistock-relationships/
Roots of Empathy Nurturing Empathy Before Transition (ongoing)
https://youthendowmentfund.org.uk/funding/who-we-fund/roots-of-empathy/
Evaluation of Realistic Maths Education (2018-22)
https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/realistic-maths-education
Evaluation of ScratchMaths (2014-18)
https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/scratch-maths
Example RCT Methodology & Review Projects:
Improving Power Calculations in Educational Trials (2023)
https://educationendowmentfoundation.org.uk/projects-and-evaluation/evaluation/eef-evaluation-reports-and-research-papers/methodological-research-and-innovations/improving-power-calculations-in-educational-trials
Meta-Analysis of EEF projects (2021)
https://educationendowmentfoundation.org.uk/projects-and-evaluation/evaluation/eef-evaluation-reports-and-research-papers/syntheses-of-eef-evaluations/review-of-eef-projects
Does the Classroom Level Matter (2019)
https://educationendowmentfoundation.org.uk/projects-and-evaluation/evaluation/eef-evaluation-reports-and-research-papers/methodological-research-and-innovations/does-the-classroom-level-matter-in-the-design-of-educational-trial
Examples of Other Projects:
Quasi-Experimental Design Impact Evaluation of a Shanghai Teacher Exchange (2019)
https://www.gov.uk/government/publications/evaluation-of-the-maths-teacher-exchange-china-and-england
Review of policy and practice around race, racism and education funded by the 2013 Society for Educational Studies (SES) national award (2016)
https://soc-for-ed-studies.org.uk/wp-content/uploads/2019/02/GillbornD-et-al_Race-Racism-and-Education.pdf
Evaluation of the A level Further Maths Support Project (2015-19)
https://shura.shu.ac.uk/14897/1/Boylan Evaluation of the Further Mathematics Support Programme.pdf
https://mei.org.uk/reports/participation-and-attainment-in-a-level-mathematics-further-mathematics/
https://mei.org.uk/app/uploads/2021/08/FMSP-A-level-Combinations-2019.pdf
Nuffield funded project looking at sociodemographic differences in HE aspirations and access (2012)
https://www.nuffieldfoundation.org/sites/default/files/files/Demack SGS 39214 Final Report.pdf
Publications
Journal articles
Demack, S. (2023). . Radical Statistics, 134, 28-47.
Demack, S. (2023). . Radical Statistics, 134, 28-47.
Demack, S. (2021). . Radical Statistics, 129 (129), 45-69.
Boylan, M., Maxwell, B., Wolstenholme, C., Jay, T., & Demack, S. (2018). . Education sciences, 8 (4), 202.
Urquhart-Kelly, T., Jenkins, A., rowley, D., Aucharaz, K.S., & Demack, S. (2018). Does an annual community based activity day (Do It For You) increase participation insports and leisure activities following a diagnosis of childhood cancer? Journal of association of paediatric chartered physiotherapists. 9:2 pp 4-16, 9 (2), 4-16.
Boylan, M., Adams, G., Coldwell, M., Willis, B., & Demack, S. (2018). . Review of Education, 6 (3), 408-410.
Boylan, M., Adams, G., Willis, B., Coldwell, M., & Demack, S. (2018). . Review of Education, 6 (3), 360-407.
Boylan, M., & Demack, S. (2018). . Educational 香蕉视频, 60 (3), 336-356.
Gillborn, D., Demack, S., Rollock, N., & Warmington, P. (2017). . British Educational 香蕉视频 Journal, 43 (5), 848-874.
Gilbourn, D., Warmington, P., & Demack, S. (2017). . Race, Ethnicity and Education.
Warmington, P., Gillborn, D., Rollock, N., & Demack, S. (2017). . Educational Review, 70 (4), 409-426.
Hawley-Hague, H., Horne, M., Campbell, M., Demack, S., Skelton, D.A., & Todd, C. (2014). . The Gerontologist, 54 (4), 599-610.
Dahlberg, L., Demack, S., & Bambra, C. (2007). . Health and social care in the community, 15 (5), 439-445.
Doole, I., Grimes, T., & Demack, S. (2006). . Marketing intelligence and planning, 24 (6), 632-647.
Pinder, J., Price, I., Wilkinson, S.J., & Demack, S. (2003). . Property management, 21 (4), 218-229.
Demack, S., Drew, D., & Grimsley, M. (2000). Minding the Gap: Ethnic, gender and social class differences in attainment at 16, 1988鈥95. Race Ethnicity and Education, 3 (2), 117-143.
Book chapters
Demack, S., Crawford, C., Gillborn, D., & Warmington, P. (2018). Using Numbers for Social Justice (Or, How Not to be Lied to with Statistics). In Understanding Critical Race 香蕉视频 Methods and Methodologies Lessons from the Field. (First). Routledge
Crawford, C.E., Demack, S., Gillborn, D., & Warmington, P. (2018). Quants and Crits. In Understanding Critical Race 香蕉视频 Methods and Methodologies. (pp. 125-137). Routledge:
Reports
Culliney, M., & Demack, S. (2023). Improving Power Calculations in Educational Trials. Education Endowment Foundation.
Willis, B., Reaney-Wood, S., Demack, S., Jay, T., & Harris-Evans, J. (2023). Adventure Learning: Randomised Controlled Trial. Education Endowment Foundation.
Stevens, A., Partridge, B., Coleman, C., Stiell, B., Demack, S., & Wilcox, A. (2023). The Reach Programme: Feasibility study report. Youth Endowment Fund.
Formby, E., Wolstenholme, C., Culliney, M., & Demack, S. (2022). The evaluation of the government鈥檚 anti-homophobic, biphobic and transphobic bullying in schools programme. Government Equalities Office.
Culliney, M., Demack, S., Boylan, M., & Wolstenholme, C. (2022). . Education Endowment Foundation.
Culliney, M., Willis, B., Formby, E., Demack, S., & Clark, L. (2022). . Youth Endowment Fund.
Clague, L., Demack, S., & Lebihan, J. (2022). Scoping the impact evaluation of learning analytics in Higher Education. TASO.
Culliney, M., Daniels, K., Booth, J., Coldwell, M., & Demack, S. (2021). REACH Primary Evaluation Report. Education Endowment Foundation.
Demack, S., Maxwell, B., Coldwell, M., Stevens, A., Wolstenholme, C., Reaney, S., ... Lortie-Fortes, H. (2021). . Education Endowment Foundation.
Maxwell, B., Stevens, A., Demack, S., Coldwell, M., Wolstenholme, C., Reaney-Wood, S., ... Lortie-Forgues, H. (2021). . Education Endowment Foundation.
Maxwell, B., Stiell, B., Stevens, A., Demack, S., Coldwell, M., Wolstenholme, C., ... Lortie-Forgues, H. (2021). . Education Endowment Foundation (EEF).
Culliney, M., Moore, N., Coldwell, M., & Demack, S. (2019). . Education Endowment Foundation.
Demack, S., Reaney-Wood, S., Adams, G., Stiell, B., & Culliney, M. (2019). Number of A levels taken and subject combinations: An analysis of NPD data for A level Mathematics and Further Mathematics (2013, 2015 & 2017).
Adams, G., Reaney-Wood, S., Demack, S., Handforth, R., & Stiell, B. (2019). An Evaluation of the Further Mathematics Support Programme 香蕉视频 Report. 2017-2018.
Maxwell, B., Willis, B., Culliney, M., Coldwell, M., Demack, S., Goepel, J., & Stevens, A. (2019). . Education Endowment Foundation.
Demack, S. (2019). . Education Endowment Foundation.
Demack, S., Reaney-Wood, S., Adams, G., Stiell, B., & Culliney, M. (2019). Participation and Attainment in A level Mathematics & FurtherMathematics.
Boylan, M., Wolstenholme, C., Maxwell, B., Demack, S., Jay, T., Reaney, S., & Adams, G. (2019). . Department for Education.
Formby, E., Culliney, M., Demack, S., & Wolstenholme, C. (2018). The evaluation of the government鈥檚 anti-homophobic, biphobic and transphobic bullying in schools programme: Baseline report.
Boylan, M., Demack, S., Wolstenholme, C., Reidy, J., & Reaney, S. (2018). . Education Endownment Foundation.
Stevenson, J., Demack, S., Stiell, B., Abdi, M., Ghaffar, F., & Hassan, S. (2017). . London: Social Mobility Commission.
Boylan, M., Demack, S., Stevens, A., Coldwell, M., & Stiell, B. (2016). . 香蕉视频.
Boylan, M., Demack, S., Willis, B., Stevens, A., Adams, G., & Verrier, D. (2015). . London: Department for Education.
Maxwell, B., Burnett, C., Reidy, J., Willis, B., & Demack, S. (2015). . London: Education Endowment Foundation.
Boylan, M., Demack, S., Willis, B., Stevens, A., Adams, G., & Verrier, D. (2015). Multiplicative reasoning professional development programme : evaluation. London: Department for Education.
Maxwell, B., Connolly, P., Demack, S., O'Hare, L., Stevens, A., Clague, L., & Stiell, B. (2014). . London, UK: Education Endowment Foundation.
Maxwell, B., Connolly, P., Demack, S., O'Hare, L., Stevens, A., Clague, L., & Stiell, B. (2014). . London: Education Endowment Foundation.
Formby, E., Coldwell, M., Stiell, B., Demack, S., Stevens, A., Shipton, L., ... Willis, B. (2011). . London: Department for Education.
Demack, S., Platts-Fowler, D., Robinson, D., Stevens, A., & Wilson, I. (2010). . 香蕉视频. /centre-regional-economic-social-research/publications/young-people-and-community-cohesion
Coldron, J.H., Tanner, E., Finch, S., Shipton, L., Wolstenholme, C., Willis, B., ... Stiell, B. (2008). . London: Department for Children, Schools and Families.
Coldron, J.H., Stephenson, K., Williams, J., Shipton, L., & Demack, S. (2002). . London: Department for Education and Skills.
Theses / Dissertations
Marshall, N.R. (2019). . (Doctoral thesis). Supervised by Demack, S.
Internet Publications
Demack, S. (2019). Working under the (data) clampdown.
Presentations
Culliney, M., Moore, N., Demack, S., & Coldwell, M. (2019). Integrating English into the Curriculum: Evaluating an Intervention Based on Systemic Functional Linguistics. Presented at: 2019 European Conference on Educational 香蕉视频 (ECER), Universit盲t Hamburg, Germany, 2019
Other publications
Demack, S., Gillborn, D., Bhopal, K., Crawford, C., Gholami, R., Kitching, K., ... Warmington, P. (2021). Evidence for the Commission on Race and Ethnic Disparities. Centre for 香蕉视频 in Race and Education:
Demack, S. (2020). A Convenient Paradox? Statistics and white advantage in UK degree attainment. British Educational 香蕉视频 Association 香蕉视频 Intelligence Mag: