EverFSM pupils in Children's University schools made 1 additional month's progress in maths, no additional progress in reading, and small gains in teamwork and social responsibility¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Children ever eligible for Free School Meals made 1 additional month's progress in maths, no additional progress in reading, and small gains in teamwork and social responsibility compared to ever FSM children in the other schools. → Stephen Gorard 2017 q3 i? EverFSM effect sizes were 0.03 for reading, 0.05 for maths, 0.17 for teamwork, and 0.10 for social responsibility. → Stephen Gorard 2017 (2)

Evidence¶

Stephen Gorard 2017¶

Stephen Gorard, Nadia Siddiqui, Beng Huat See, Emma Smith, Patrick White. (2017). Children's University: Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581159

q3 · i? · causal · r2

Subgroup analysis of disadvantaged pupils (EverFSM) in the two-year RCT headline results. The report states these pupils made "1 additional month's progress in maths, no additional progress in reading".

"Children ever eligible for Free School Meals (FSM) made 1 additional month's progress in maths, no additional progress in reading, and small gains in 'teamwork' and 'social responsibility' compared to ever FSM children in the other schools."

Stephen Gorard 2017 (2)¶

Stephen Gorard, Nadia Siddiqui, Beng Huat See, Emma Smith, Patrick White. (2017). Children's University: Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581159

q3 · i? · causal · r2

Impact table prints EverFSM effect sizes of 0.03 (reading, 0 months), 0.05 (maths, 1 month), 0.17 (teamwork) and 0.10 (social responsibility), with 493-494 pupils for attainment and 453 for attitudes.

"EverFSM KS2 reading 0.03 0 493 EverFSM KS2 maths 0.05 1 494 EverFSM 'Teamwork' 0.17 n/a 453 EverFSM 'Social responsibility' 0.10 n/a 453"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Passive dissemination showed no evidence of improving literacy attainment for the subgroup of pupils who have ever been eligible for free school meals — related
• EEF-funded interventions improved FSM pupils' literacy outcomes with a pooled effect size of 0.06, equivalent to about one month's progress — related
• All Year 5 children in CU schools made better average progress than control-school children regardless of their actual level of participation in CU activities — related
• Volunteer pupils in Children's University schools made 2 additional months' progress in reading and maths compared with volunteer pupils in control schools after two years — related
• Volunteer pupils in Children's University schools made small gains in teamwork and social responsibility compared with control-school volunteers after two years — related
• FSM-eligible pupils made around five additional months' progress under TDTS (effect size +0.38), though this finding has lower security — related