For children eligible for free school meals, SPOKES showed no evidence of an impact on literacy or social and emotional outcomes¶

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? The FSM subgroup analysis found no evidence of impact on literacy or social and emotional outcomes. → Tracey 2016

Evidence¶

Tracey 2016¶

Tracey, L., Chambers, B., Bywater, T., & Elliott, L. (2016). SPOKES Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581435

q3 · i? · causal · r2

Pre-specified subgroup analysis of the pupil-randomised trial comparing pupils categorised as 'ever FSM' in the National Pupil Database with their non-FSM peers; the report prints no effect size for this contrast in the quoted passage.

"For children eligible for free school meals there was no evidence of an impact on literacy or social and emotional outcomes."

Discussion¶

Related Claims¶

• Passive dissemination showed no evidence of improving literacy attainment for the subgroup of pupils who have ever been eligible for free school meals — related
• The intervention showed no evidence of differentially benefiting pupils eligible for free school meals in any of the schools — related
• PATHS produced no differential gains in academic attainment for children eligible for free school meals — related
• FSM-eligible pupils made around five additional months' progress under TDTS (effect size +0.38), though this finding has lower security — related
• RLC showed no differential impact for pupils eligible for free school meals — related
• The chess intervention showed no evidence of a positive impact on Key Stage 2 scores for children eligible for free school meals — related
• The VEFP showed no statistically significant impact on reading for pupils eligible for free school meals — related
• For FSM-eligible pupils there was no evidence of positive impact on attainment or self-reported character attributes — related
• SPOKES showed no statistically significant effect on primary literacy outcomes (Letter ID, Word ID, Word Attack) at immediate post-test in a pupil-randomised efficacy trial — related
• SPOKES showed a positive effect on Key Stage 1 teacher-based literacy measures, an outcome not pre-specified in the trial protocol — related
• Paired Reading showed no evidence of an effect on reading outcomes for FSM pupils — related
• FSM-eligible pupils whose teachers received the professional development intervention gained a better understanding of the malleability of intelligence — related