Ever-FSM-eligible children in FLL classes made an estimated 2 months' fewer progress than other ever-eligible children, with very low confidence¶

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? Children in FLL classes who had ever been eligible for free school meals made 2 months' fewer progress compared to other ever-eligible children (effect size -0.11, p = 0.09, not significant). → Wiggins et al. 2017

Evidence¶

Wiggins et al. 2017¶

Meg Wiggins, Constanza Gonzalez Parrao, Helen Austerberry and Anne Ingold. (2017). Foreign Language Learning in Primary School: Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581156

q3 · i? · causal · r2

Subgroup analysis by FSM eligibility in the cluster RCT. The executive summary table reports English Language FSM pupils effect size -0.11 (-0.23 to 0.02), -2 months' progress, p value 0.09 — not statistically significant.

"Children in FLL classes who had ever been eligible for free school meals made 2 months’ fewer progress compared to other ever-eligible children. However, we have very low confidence that this result was not affected by other factors."

Discussion¶

Learner Variables¶

• Socioeconomic Status — moderator: an instructional effect differs by group

Related Claims¶

• Passive dissemination showed no evidence of improving literacy attainment for the subgroup of pupils who have ever been eligible for free school meals — related
• The chess intervention showed no evidence of a positive impact on Key Stage 2 scores for children eligible for free school meals — 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
• FSM-eligible pupils made around five additional months' progress under TDTS (effect size +0.38), though this finding has lower security — related
• The coaching programme had a similar effect for FSM-eligible pupils as for their peers — related
• Subgroup analyses by gender, ethnicity, free school meal status and baseline ability all showed point estimates near zero with wide confidence intervals. — related
• No evidence of improved outcomes for pupils eligible for free school meals — related
• Baseline factors of gender, free school meal status and SEN showed no significant moderation of the intervention effect — related