Small isolated effects on family conflict (negative) and parent-teacher joining (positive) appeared but were not enduring and may be spurious¶
Claim · All claims
Evidence · 1 study · causalr3·q3
Currency · newest study 2018 · checked against its sources 2026-10-16 (automated, 1 of 1 entry) · 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? FAST showed a small statistically significant negative effect on family conflict for Cohort 2 at end of Grade 1 (effect size .26 SD), not found for Cohort 1 or other time points, and may be spurious. → Bos 2018
Evidence¶
Bos 2018¶
Bos, J., Spier, E., Bandeira de Mello, V., González, R., & Huang, F. (2018). Investing in Innovation (i3) Validation Study of Families and Schools Together (FAST) Final Report. American Institutes for Research. https://evidenceforessa.org/program/families-and-schools-together-fast/
q3 · i? · causal · r3
RCT analysis using the Child-Parent Relationship Scale Conflict subscale found a negative effect of ".26 SD" for Cohort 2 at Grade 1 only; no effect on the Closeness subscale or at other time points, so the authors judged it possibly spurious.
"offering FAST had a small yet statistically significant negative effect on family conflict for Cohort 2 at the end of Grade 1 (effect size .26 SD), meaning that families in Cohort 2 in FAST treatment group schools reported more conflict than families in control group schools who were not offered FAST."
Discussion¶
Learner Variables¶
- Social Supports — outcome: instruction changes it
Related Claims¶
- Offering FAST produced no meaningful, enduring effects on family functioning, family-school relationships, academic learning, or social-behavioral outcomes in a 60-school cluster RCT — a broader claim this one bears on
- Students who attended FAST three or more times showed strong positive effects on Grade 1 reading and more modest effects on mathematics, but a strong negative effect on kindergarten attendance — related
- The impact of FAST did not differ significantly by student subgroups or school characteristics in the RCT — related
- The study concluded FAST is unlikely to meaningfully contribute to turning around low-performing schools, though reading benefits may exist for participating families — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
fast-isolated-small-effects-possibly-spurious |
title |
Small isolated effects on family conflict (negative) and parent-teacher joining (positive) appeared but were not enduring and may be spurious |
description |
Small isolated effects on family conflict (negative) and parent-teacher joining (positive) appeared but were not enduring and may be spurious |
status |
review |
evidence_strength |
weak |
newest_evidence |
2018 |
source_checked |
2026-10-16 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — bos-2018 |
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