Mind the Gap showed no statistically significant effect on secondary outcomes including reading, general maths, mental arithmetic and pupils' feelings about their relationship with their parents¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Estimates for reading, general maths, mental arithmetic and the SDQ-based measure of pupils' feelings about the relationship with their parents were consistent in showing no statistically significant effect. → Dorsett 2014

Evidence¶

Dorsett 2014¶

Dorsett, R., Rienzo, C., Rolfe, H., Burns, H., Robertson, B.-A., Thorpe, B., & Wall, K. (2014). Mind the Gap: Evaluation Report and Executive Summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581160

q3 · i? · causal · r2

Secondary-outcome analyses of the randomised controlled trial using InCAS component scores and a nine-question subset of the Self-Description Questionnaire administered at pre-test, post-test and six months. The report states these estimates were "consistent in showing no statistically significant effect". No effect sizes are printed for these outcomes.

"These included reading, general maths and mental arithmetic scores as w ell as a measure of how children felt about the relationship with their parents (constructed using their responses to questions taken from the Self -Description Questionnaire). These estimates were consistent in showing no statistically significant effect."

Discussion¶

Related Claims¶

• Mind the Gap showed no statistically significant effect on the primary outcome of combined reading and numeracy attainment in Year 4 pupils — related
• Parental attendance dose was not associated with pupil outcomes: more sessions attended did not yield more impact — related
• The Tips by Text intervention did not produce significant improvements in children's socioemotional outcomes (SDQ) relative to control — related
• SPOKES showed no statistically significant effect on secondary social and behavioural outcomes at immediate post-test — related
• The Tips by Text intervention did not produce significant improvements in children's early reading-related skills (YARC) relative to control — related