Improvements in attainment were not significantly moderated by English as an additional language, ethnicity, FSM Ever 6 status, or prior attainment¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Interaction tests between randomised group and EAL, ethnicity (Other, Black, Asian), FSM Ever 6, and pre-test score were all non-significant. → Lord 2015

Evidence¶

Lord 2015¶

Lord, P., Bradshaw, S., Stevens, E. and Styles, B. (2015). Perry Beeches Coaching Programme: Evaluation report and Executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581144

q3 · i? · causal · r2

Pre-specified subgroup analyses in the intention-to-treat regression model. The report prints p = 0.23 for EAL, p = 0.62, p = 0.76 and p = 0.74 for Other, Black and Asian ethnicity, p = 0.59 for FSM Ever 6, and p = 0.62 for the pre-test score interaction; none were significant.

"The interaction between the intervention and EAL was not significant (p = 0.23). Ethnicity was considered as three dummy variables representing Other, Black and Asian, with White as the base category."

Discussion¶

Related Claims¶

• Subgroup analyses by gender, ethnicity, free school meal status and baseline ability all showed point estimates near zero with wide confidence intervals. — related
• Quest showed no differential effects by gender, FSM eligibility, or prior reading attainment — related
• RLC showed no differential impact for pupils eligible for free school meals — related
• The Perry Beeches Coaching Programme had a positive impact on Year 7 pupils' reading, spelling and grammar attainment, equivalent to approximately five additional months' progress — related