Parental attendance dose was not associated with pupil outcomes: more sessions attended did not yield more impact¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Additional analysis taking account of how many sessions parents attended found no evidence that the intervention had more impact for parents who attended more sessions. → Husain et al. 2016
Evidence¶
Husain et al. 2016¶
Fatima Husain, Nico Jabin, Sarah Haywood, Adetayo Kasim, Jonathan Paylor. (2016). Parent Academy: Evaluation report and executive summary. Education Endowment Foundation. http://www.isrctn.com/ISRCTN42518213
q3 · i? · causal · r2
Secondary CACE-style analysis of the trial estimating the intervention effect taking account of the dose of treatment received, measured as the proportion of possible sessions attended by each invited parent; the evaluators note this estimate was biased because non-attendance factors were likely linked to the outcome.
"There was no evidence that the intervention had more impact for parents who attended more sessions."
Discussion¶
Learner Variables¶
- Time and Continuity — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Offering parents the Parent Academy did not improve pupils' reading or mathematics outcomes in a three-arm randomised controlled trial — related
- Students who attended FAST three or more times showed strong positive effects on Grade 1 reading and more modest effects on mathematics, but a strong negative effect on kindergarten attendance — related
- Financial incentives of £30 per session increased parental attendance at Parent Academy sessions — related
- Higher attendance at the 20-minute daily coaching sessions was associated with a positive impact on reading comprehension, significant only for secondary-school sessions — related
- Offering FAST produced no meaningful, enduring effects on family functioning, family-school relationships, academic learning, or social-behavioral outcomes in a 60-school cluster RCT — related
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