Lesson Study shows no impact for disadvantaged or lower-attaining pupil subgroups (FSM, EAL, low KS1, ethnic minority)¶
Claim · All claims
Evidence · 1 study · causalr3·q4
Currency · newest study 2017 · 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.
q4 i? No impact was found on pupils with ethnic minority status, FSM eligibility, low KS1 attainment, or English as an additional language. → Murphy et al. 2017
Evidence¶
Murphy et al. 2017¶
Richard Murphy, Felix Weinhardt, Gill Wyness and Heather Rolfe. (2017). Lesson Study: Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581145
q4 · i? · causal · r3
Pre-specified subgroup analyses in the cluster RCT, using interaction terms of treatment assignment with pupil characteristics from National Pupil Database data. The report found no impact "on pupils with ethnic minority status, FSM eligibility, low KS1 attainment , or English as an additional language".
"or on pupils with ethnic minority status, FSM eligibility, low KS1 attainment , or English as an additional language"
Discussion¶
Related Claims¶
- Improvements in attainment were not significantly moderated by English as an additional language, ethnicity, FSM Ever 6 status, or prior attainment — possibly the same claim (merge candidate)
- Subgroup analyses by gender, ethnicity, free school meal status and baseline ability all showed point estimates near zero with wide confidence intervals. — related
- RLC showed no differential impact for pupils eligible for free school meals — related
- FSM-eligible pupils made around five additional months' progress under TDTS (effect size +0.38), though this finding has lower security — related
- 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
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