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¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
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.
q3 i? Further analyses suggested all Year 5 children in schools doing CU made better average progress than children in control schools, regardless of their actual level of participation in CU activities. → Stephen Gorard 2017
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? · associational · r2
Secondary analysis comparing volunteer pupils who actually participated in CU with treatment-school volunteers who did not, alongside control volunteers. The report states progress was better "regardless of their actual level of participation in CU activities".
"Further analyses suggested that all Year 5 children in schools doing CU made better average progress than children in control schools, regardless of their actual level of participation in CU activities."
Discussion¶
Related Claims¶
- Year 6 pupils receiving Children's University for one year made a small gain in maths but less progress in reading, suggesting longer involvement may benefit children more — 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
- 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 — related
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