Subgroup analyses by gender, ethnicity, free school meal status and baseline ability all showed point estimates near zero with wide confidence intervals.¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? For eight subgroups (males, females, FSM, non-FSM, white, non-white, above and below median ability), treatment effect estimates ranged from 0.003 to 0.025, none statistically significant. → Sandra McNally 2014

Evidence¶

Sandra McNally 2014¶

Sandra McNally, Amy Challen, Gill Wyness, Anne West, Philip Noden. (2014). Hampshire Hundreds Evaluation Report and Executive Summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581163

q3 · i? · causal · r2

Separate intention-to-treat regressions for each subgroup (Table 7), each controlling for baseline score and missing-data dummies, with standard errors clustered by school (24). All eight subgroup effect sizes were between 0.003 and 0.025 with 95% confidence intervals spanning zero.

"In every case, the point estimate is zero with a wide confidence interval. Once again, w e are unable to say whether the treatment has a positive or negative effect, although we can rule out medium to large positive effects."

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 — a narrower finding that bears on this claim
• FSM-eligible pupils made around five additional months' progress under TDTS (effect size +0.38), though this finding has lower security — reports the opposite
• Mathematics effects on FSM pupils differed by outcome status: near-zero as primary outcome (0.01) and negative as secondary outcome (-0.07) — related
• The VEFP showed no statistically significant impact on reading for pupils eligible for free school meals — a narrower finding that bears on this claim
• Subgroup effects for FSM-eligible pupils were small and positive for mathematics (+0.09) and near zero for English (−0.03), with no security rating awarded — a narrower finding that bears on this claim
• Among FSM-eligible pupils, music workshops showed no impact on attainment relative to the drama control — a narrower finding that bears on this claim
• Subgroup categories such as FRL eligibility and multilingual learner status mask wide within-category variation — related
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• An additional analysis using Key Stage 2 administrative test scores also found indeterminate, close-to-zero effects for Year 6 pupils. — possibly the same claim (merge candidate)
• The Hampshire Hundreds intervention showed no statistically significant impact on the attainment of disadvantaged pupils in reading and maths (effect size 0.03). — related
• Neither intervention showed a statistically significant effect for free-school-meal pupils — related
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• No evidence of improved outcomes for pupils eligible for free school meals — related
• Improvements in attainment were not significantly moderated by English as an additional language, ethnicity, FSM Ever 6 status, or prior attainment — related
• The FSM subgroup effect of Rhythm for Reading (effect size 0.11) was not statistically significant — related
• Baseline factors of gender, free school meal status and SEN showed no significant moderation of the intervention effect — related
• Rapid Phonics showed no detectable effect on single word reading and no summer fall-back in word reading — related
• The gain-score effect of Switch-on Reading is smaller for FSM-eligible pupils (+0.05) than for non-FSM pupils (+0.31) — related
• Ever-FSM-eligible children in FLL classes made an estimated 2 months' fewer progress than other ever-eligible children, with very low confidence — related
• Lesson Study shows no impact for disadvantaged or lower-attaining pupil subgroups (FSM, EAL, low KS1, ethnic minority) — related