Victoria Menzies is an Assistant Professor at Durham University’s School of Education, specialising in the evaluation of educational programmes. She holds an MRes from the University of Strathclyde and a BSc (Hons) from the University of York. Victoria has been working in the evaluation field since 2012.
Her most recent research focuses on evaluating early years language and literacy interventions. She has also worked on evaluation projects across early years, primary and secondary schools in various subjects including maths, music and whole curriculum change. In addition to evaluating existing programmes, Victoria has led on the scaling up of maths interventions, with particular focus on scaling professional development models, for roll out and robust evaluation.
Victoria has received funding for multiple large-scale projects from the Education Endowment Foundation. Her work has mainly used experimental and quasi-experimental designs, including randomized controlled trials and regression discontinuity designs for impact evaluation alongside more detailed implementation and process evaluation. However, more recently she has also supported the development of an evaluation framework using a contribution analysis design for Arts Council England’s National Creativity Collaborative programme. Her research has contributed to understanding the impact of various educational interventions on children’s development.
Beyond her research, Victoria has served on several ethics committees and advisory panels, including the UK Government’s Evaluation and Trials Advice Panel. Victoria’s commitment to education is further demonstrated by her role as a school governor, overseeing curriculum, and music education across three small rural schools.