As young people progress from primary school, through secondary, and, for many, on to university, they gain knowledge, develop skills, and learn to relate to others in ways that remain influential throughout their lives. Language is central to this process. At each educational stage, students need to understand and express new types of content to new audiences in new contexts. For some, this offers a rich opportunity for language growth. For many, however, academic language is a barrier that can seriously hamper their educational and life chances. Understanding language development at school and university is therefore central both to understanding linguistic, and sociocognitive development and to achieving a socially just education. This chapter reviews the contribution that corpus research has made and can make to understanding educational writing. It reviews the main foci of research, critically evaluates its methods, summarizes our current state of knowledge, and suggests directions for future work. It then looks in detail at one project, led by the author, that researched the grammar and vocabulary of children in schools in England. It highlights central findings and reflects on methodological strengths and weaknesses and on what lessons might be learned for future research.