RLC secondary outcomes (KS2 numeracy and grammar, punctuation and spelling) were small and not statistically significant¶

Claim · All claims
Evidence · 1 study · causal r3 · q4
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? Impacts on KS2 Numeracy and KS2 Grammar, Punctuation and Spelling were generally small and none were statistically significant. → Dr Jo Rose 2017

Evidence¶

Dr Jo Rose 2017¶

Dr Jo Rose, Professor Sally Thomas, Dr Lei Zhang, Dr Anna Edwards, Dr Andres Augero, Ms Pooneh Roney. (2017). Research Learning Communities: Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581267

q4 · i? · causal · r3

Secondary outcome analysis in the same two-armed randomised controlled trial of 5462 pupils, using multi-level modelling of 2016 KS2 attainment data adjusted for prior attainment, FSM eligibility and randomisation covariates. No effect sizes printed for these outcomes.

"Impacts on the secondary outcomes of KS2 Numeracy and KS2 Grammar, Punctuation and Spelling, were generally small, and none were statistically significant."

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

• RLC showed no evidence of impact on KS2 reading outcomes in a two-year randomised controlled trial — related
• Teachers' disposition towards research use was positively related to pupil KS2 outcomes irrespective of trial condition — related
• RLC showed no differential impact for pupils eligible for free school meals — related
• RLC positively impacted teachers' disposition towards research, but not significantly once teacher background characteristics were controlled — related