FSM pupils in Dialogic Teaching schools made two additional months' progress in English, science, and maths compared to FSM children in control schools¶

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

Subclaims¶

q3 i? FSM pupils gained two additional months' progress in all three subjects relative to FSM controls, with a significant maths effect (0.16, p = 0.03) but non-significant science (0.11, p = 0.14) and English (0.12, p = 0.21) effects. → Jay et al. 2017

Evidence¶

Jay et al. 2017¶

Tim Jay, Ben Willis, Peter Thomas, Roberta Taylor, Nick Moore, Cathy Burnett, Guy Merchant, Anna Stevens. (2017). Dialogic Teaching: Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581114

q3 · i? · causal · r2

Subgroup analysis of FSM pupils within the same cluster trial. Table 1 reports FSM-only effect sizes of "0.16" for maths (p = 0.03), "0.11" for science (p = 0.14), and "0.12" for English (p = 0.21); the report states the smaller FSM number limits security.

"Children eligible for free school meals (FSM) made two additional months’ progress in English, science, and maths compared to FSM children in control schools. The smaller number of FSM pupils in the trial limits the security of this result."

Discussion¶

Related Claims¶

• Dialogic Teaching raised attainment in English and science (two additional months' progress) and maths (one additional month) in Year 5 pupils compared to control schools — related
• FSM-eligible pupils receiving ReflectED made an average of two months' additional progress in maths, a result the report flags as less secure than the findings for all pupils — related