The LRS showed no evidence of improving average scores for boys, girls, or pupils ever eligible for free school meals¶

Claim · All claims
Evidence · 1 study · causal r3 · q4 · i0 negligible
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i0 No pre-specified subgroup (boys, girls, ever eligible for FSM) showed a positive impact; FSM subgroup effect sizes were -0.01 to -0.09. → Wiggins et al. 2017

Evidence¶

Wiggins et al. 2017¶

Meg Wiggins, Mary Sawtell and Dr John Jerrim. (2017). Learner Response System: Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581136

q4 · i0 · causal · r3

Subgroup analyses of the cluster RCT re-estimated the main model separately for boys, girls, and pupils ever eligible for FSM. Table 1 reports FSM effects of -0.01 (cohort A maths), -0.01 (cohort A reading), -0.09 (cohort B maths) and -0.04 (cohort B reading), all with confidence intervals spanning zero. The report states there was "no evidence of any positive impact for any pre-specified sub-group".

"There was no evidence of any positive impact for any pre-specified sub-group (boys, girls, or pupils ever eligible for FSM )."

Discussion¶

Learner Variables¶

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

Related Claims¶

• The LRS intervention showed no evidence of improving Key Stage 2 maths and reading results for the one-year cohort — 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 coaching programme had a similar effect for FSM-eligible pupils as for their peers — reports the opposite
• For children eligible for free school meals, SPOKES showed no evidence of an impact on literacy or social and emotional outcomes — related
• The dissemination interventions showed no impact on attainment for pupils who had ever been 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 — reports the opposite
• Quest showed no differential effects by gender, FSM eligibility, or prior reading attainment — related
• The chess intervention showed no evidence of a positive impact on Key Stage 2 scores for children eligible for free school meals — related
• Lesson Study shows no impact for disadvantaged or lower-attaining pupil subgroups (FSM, EAL, low KS1, ethnic minority) — related
• Teachers and pupils were generally positive about the LRS, valuing instant feedback and self-paced work — related