Few, if any, schools implemented Quest as designed, with low implementation possibly diluting any impact¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2015 · 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.
q2 i? Implementation of the programme in Quest schools was low, and few if any schools implemented it as designed. → Quest: Evaluation report and Executive summary 2015
Evidence¶
Quest: Evaluation report and Executive summary 2015¶
Quest: Evaluation report and Executive summary. (2015). Education Endowment Foundation. https://eric.ed.gov/?id=ED581287
q2 · i? · causal · r2
Process evaluation combining lesson observations (13 lessons in 8 schools), facilitator interviews, teacher telephone interviews, and teacher and student online surveys; the report concludes the level of implementation was low, which may have diluted any potential impact on reading comprehension.
"Few, if any, schools implemented the programme as designed, suggesting that substantial adaptation may be required if the approach is to gain wider adoption in English schools."
Discussion¶
Related Claims¶
- On-treatment fidelity analysis found low-fidelity schools improved outcomes relative to non-implementers, but the pattern was inconsistent across higher fidelity groups — related
- Network participation faced challenges of teacher time, resources, and fragmentation, with about 40 percent of principals reporting few useful resources — related
- High dosage tutoring can produce accelerated academic growth for academically at-risk students if implemented effectively and at proper scale — a broader claim this one bears on
- Some control schools implemented similar approaches such as teacher observation, so the trial may underestimate Lesson Study's impact relative to schools with no similar activity — related
- Most teachers felt longer than two terms was needed to embed Dialogic Teaching, so observed effect sizes may underestimate potential impact — related
- Implementation fidelity and dosage of PATHS were unrelated to academic outcomes in this trial — related
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