CtG is a flexible programme with large variation in strategies adopted by schools¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · 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.
q2 i? CtG is a flexible programme that allows lead schools to share best practice, with large variation between the strategies adopted by schools in the programme. → West 2017
Evidence¶
West 2017¶
West, M., Ainscow, M., Wigelsworth, M., & Troncoso, P. (2017). Challenge the Gap: Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581102
q2 · i? · causal · r1
Executive summary key conclusion on programme flexibility and implementation variation across participating schools.
"CtG is a flexible programme that allows lead schools to share best practice. There was large variation between the strategies that were adopted by the schools in the programme."
Discussion¶
Related Claims¶
- Staff reported extremely positive perceptions of CtG professional development and collaboration — related
- Primary school findings have low to moderate security while secondary school findings have low security — related
- FSM-eligible pupils in CtG primary schools made two months' additional progress while FSM pupils in secondary schools made two months' less progress — related
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