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¶

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 in CU schools made 2 additional months' progress in reading and maths compared to children in the other schools, with moderate security for maths and low to moderate security for reading. → Stephen Gorard 2017 q3 i? The two-year effect sizes were 0.12 for KS2 reading and 0.15 for KS2 maths among volunteer pupils. → 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

Headline finding of the school-level RCT, based on results for the 1,258 Year 5 pupils after two years, presented as progress scores from KS1 to KS2. The report states "2 additional months' progress in reading and maths compared to children in the other schools".

"Children in the CU schools made 2 additional months' progress in reading and maths compared to children in the other schools. The finding for maths has moderate security, and the finding for reading has low to moderate security."

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

Summary impact table for volunteers after 2 years prints effect sizes of 0.12 for KS2 reading and 0.15 for KS2 maths, each estimated as 2 months' progress, with 1,224 and 1,231 pupils respectively.

"KS2 reading 0.12 2 1,224 £ £ £ £ £ KS2 maths 0.15 2 1,231 £ £ £ £ £"

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
• 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 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