The small positive English attainment effect (ES 0.033) is at risk of bias from missing baseline data and cannot be reliably concluded¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i0 negligible
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Intervention pupils appeared to experience about one month of additional progress in English (ES 0.033, 95% CI 0.004–0.064), but missing-data bias tests mean this finding is uncertain. → Miller 2016

Evidence¶

Miller 2016¶

Miller, S., Davison, J., Yohanis, J., Sloan, S., Gildea, A. and Thurston, A. (2016). Texting Parents: Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581121

q3 · i0 · causal · r2

Results table of the cluster RCT reporting the English outcome for 5,376 analysed pupils: an effect size of "0.033" with confidence interval (0.004, 0.064). The executive summary states this finding might have been affected by bias introduced by missing KS2 data.

"English 5,376 0.033 (0.004, 0.064)"

Discussion¶

Related Claims¶

• EEF-funded interventions improved FSM pupils' literacy outcomes with a pooled effect size of 0.06, equivalent to about one month's progress — a broader claim this one bears on
• The PEP texting intervention showed no evidence of an impact on science attainment — related
• Texting parents about tests, homework and lesson content produced a small positive effect on maths attainment (ES 0.067) in a cluster RCT — related