The chess intervention showed no evidence of a positive impact on Key Stage 2 scores for children eligible for free school meals¶

Claim · All claims
Evidence · 1 study · causal r3 · q4
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? For FSM-eligible pupils the estimated effect was 0.01 with a confidence interval spanning zero, indicating no detectable benefit. → Jerrim et al. 2016

Evidence¶

Jerrim et al. 2016¶

John Jerrim, Lindsey Macmillan, John Micklewright, Mary Sawtell and Meg Wiggins. (2016). Chess in Schools: Evaluation report and executive summary. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/library/chess-in-schools-protocol/

q4 · i? · causal · r3

Subgroup analysis of the clustered RCT for FSM-eligible pupils. The summary table reports an effect size of 0.01 (95% CI -0.18, 0.19) and 0 months' progress for pupils in CSC schools eligible for FSM.

"There is no evidence that the intervention had a positive impact on Key Stage 2 scores for children eligible for free school meals (FSM)."

Discussion¶

Learner Variables¶

• Socioeconomic Status — moderator: an instructional effect differs by group

Related Claims¶

• Subgroup analyses by gender, ethnicity, free school meal status and baseline ability all showed point estimates near zero with wide confidence intervals. — a broader claim this one bears on
• Passive dissemination showed no evidence of improving literacy attainment for the subgroup of pupils who have ever been eligible for free school meals — related
• Neither intervention showed a statistically significant effect for free-school-meal pupils — related
• EEF interventions showed a small overall narrowing of the literacy attainment gap in favour of FSM pupils, dependent on Key Stage — related
• The VEFP showed no statistically significant impact on reading for pupils eligible for free school meals — related
• Among FSM-eligible pupils, music workshops showed no impact on attainment relative to the drama control — related
• An additional analysis using Key Stage 2 administrative test scores also found indeterminate, close-to-zero effects for Year 6 pupils. — related
• FSM-eligible pupils made around five additional months' progress under TDTS (effect size +0.38), though this finding has lower security — related
• Pupils and school staff held generally positive views of the chess intervention despite the null impact result — related
• The chess intervention showed no evidence of positive impact on Key Stage 2 reading and science scores — related
• The null English trial result contrasts with positive chess effects reported in Italy and Denmark — related
• The Chess in Primary Schools programme showed no evidence of a positive impact on Key Stage 2 mathematics attainment one year after the intervention ended — related
• The coaching programme had a similar effect for FSM-eligible pupils as for their peers — related
• Ever-FSM-eligible children in FLL classes made an estimated 2 months' fewer progress than other ever-eligible children, with very low confidence — related
• Lesson Study shows no impact for disadvantaged or lower-attaining pupil subgroups (FSM, EAL, low KS1, ethnic minority) — related
• Nine light-touch dissemination interventions had no impact on pupils' Key Stage 2 English attainment in a large school-level RCT — related