FSM-eligible pupils receiving ReflectED made an average of two months' additional progress in maths, a result the report flags as less secure than the findings for all pupils¶

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

Subclaims¶

q3 i? On average, FSM-eligible pupils made two months' additional progress in maths, but this subgroup result is less secure than the findings for all pupils. → Motteram et al. 2016

Evidence¶

Motteram et al. 2016¶

Gary Motteram, Sophina Choudry, Afroditi Kalambouka, Graeme Hutcheson and Amanda Barton. (2016). ReflectED: Evaluation report and executive summary. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/EEF_Project_Protocol_ReflectED.pdf

q3 · i? · causal · r2

Subgroup analysis of the class-randomised trial restricted to free school meal eligible pupils (334 in intervention, 314 in control at baseline). The report states the subgroup estimate of two months' additional maths progress is "less secure" than the all-pupil finding; no subgroup effect size is printed in the quoted text.

"On average, FSM-eligible pupils made two months' additional progress in maths, but it should be noted that this result is less secure than the findings for all pupils."

Discussion¶

Related Claims¶

• Year 5 pupils taught ReflectED made an average of four months' additional progress in maths compared to control pupils, but the difference was not statistically significant — related
• FSM-eligible pupils made around five additional months' progress under TDTS (effect size +0.38), though this finding has lower security — related
• EverFSM pupils in Children's University schools made 1 additional month's progress in maths, no additional progress in reading, and small gains in teamwork and social responsibility — related
• Subgroup effects for FSM-eligible pupils were small and positive for mathematics (+0.09) and near zero for English (−0.03), with no security rating awarded — related
• Fresh Start showed positive progress results for FSM-eligible pupils and for all pupil sub-groups, though these findings are less secure — related
• FSM pupils in Dialogic Teaching schools made two additional months' progress in English, science, and maths compared to FSM children in control schools — related
• Ever-FSM-eligible children in FLL classes made an estimated 2 months' fewer progress than other ever-eligible children, with very low confidence — related
• Sub-group effect sizes for FSM-eligible pupils (+0.48) and boys only (+0.26) were larger but based on very small numbers and deemed not secure — related
• The coaching programme had a similar effect for FSM-eligible pupils as for their peers — related
• Pupils who participated in ReflectED made an average of two months' less progress in reading compared to pupils who did not — related