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¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · checked against its sources 2026-10-10 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In the student-level QED subsample, students attending FAST three or more times showed strong positive effects on Grade 1 reading achievement and more modest mathematics effects, alongside a strong negative effect on kindergarten school attendance. → 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/

q2 · i? · causal · r2

Quasi-experimental study matching 85 students who attended FAST three or more times with 85 matched comparison students (on DIBELS scores, gender, race/ethnicity, parent employment) from eight matched school pairs, analyzed with regression adjusting for student and school covariates.

"When we looked at student-level outcomes for our subsample of students whose families had attended FAST three or more times, we found strong positive effects on reading achievement at the end of Grade 1and more modest effects on mathematics achievement, but also a strong negative effect on children’s school attendance in kindergarten."

Discussion¶

Learner Variables¶

• Time and Continuity — moderator: an instructional effect differs with it

Related Claims¶

• Small isolated effects on family conflict (negative) and parent-teacher joining (positive) appeared but were not enduring and may be spurious — related
• Lessons in Character has potentially positive effects on academic achievement, with statistically significant effects on mathematics grades and attendance in one randomized controlled trial — related
• Saga blended tutoring had a small negative impact on school attendance — related
• Attendance at Gehring STEM Academy had statistically significant positive impacts on mathematics and reading achievement in grades 1-5 after up to 1.5 years, with no significant science impacts — related
• 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 — related