Literacy benefits for FSM pupils were greatest in Key Stage 1 (ES 0.09) and Key Stage 3 (ES 0.08) and smallest in Key Stages 2 and 4¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i0negligible
Currency · newest study 2021 · 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 i0 Pooled literacy effect sizes for FSM pupils by Key Stage were 0.09 (0.02, 0.16) at KS1, 0.08 (0.03, 0.13) at KS3, 0.03 (-0.01, 0.07) at KS2 and 0.02 (-0.05, 0.08) at KS4. → Bilal Ashraf 2021
Evidence¶
Bilal Ashraf 2021¶
Bilal Ashraf, Akansha Singh, Germaine Uwimpuhwe, Tahani Coolen-Maturi, Jochen Einbeck, Steve Higgins and Adetayo Kasim. (2021). Individual participant data meta-analysis of the impact of EEF trials on the educational attainment of pupils on Free School Meals: 2011 - 2019. Education Endowment Foundation. https://eric.ed.gov/?id=ED625398
q3 · i0 · quant-synthesis · r2
Subgroup IPD meta-analysis of literacy outcomes by Key Stage (Table 9), based on 13, 33, 29 and 6 trials for KS1-KS4 respectively. The report concludes interventions were "most beneficial for FSM pupils in KS1 and KS3"; all printed effect sizes are below d = 0.2.
"The maximum pooled effect size was observed for KS1 literacy outcome (pooled ES= 0.09 (0.02, 0.16)) followed by the KS3 literacy outcome (pooled ES =0.08 (0.03, 0.13))."
Discussion¶
Related Claims¶
- EEF interventions showed a small overall narrowing of the literacy attainment gap in favour of FSM pupils, dependent on Key Stage — related
- EEF-funded interventions improved FSM pupils' literacy outcomes with a pooled effect size of 0.06, equivalent to about one month's progress — a broader claim this one bears on
- EEF-funded interventions showed no evidence of positive or negative overall effects on FSM pupils' mathematics outcomes — related
- Small group and one-to-one interventions produced larger literacy gains for FSM pupils than whole class or whole school approaches — related
- The trial found a statistically significant negative literacy impact for FSM-eligible pupils, treated with caution — related
- The TextNow programme showed a differential effect by free school meal eligibility: a small non-significant positive effect for FSM-eligible pupils and a significant negative effect for non-FSM pupils — related
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