The intervention appeared more effective for FSM pupils, but the FSM interaction was not statistically significant¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The effect for free school meal pupils appeared larger than the overall effect, but the difference in the interaction test was not statistically significant, so chance is a possible explanation. → Torgerson 2014

Evidence¶

Torgerson 2014¶

Torgerson, D., Torgerson, C., Ainsworth, H., Buckley, H., Heaps, C., Hewitt, C., & Mitchell, N. (2014). Improving Writing Quality: Evaluation Report and Executive Summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581140

q3 · i? · causal · r3

Pre-specified sub-group analysis of FSM pupils (86 pupils in the summary table) using an interaction between FSM status and allocation, with significance set at the 10% level because the trial was not powered to detect interactions. The report states "the difference in the interaction test is not statistically significant".

"Whilst there appears to be a larger effect for FSM pupils, the difference in the interaction test is not statistically significant, so chance is a possible explanation for the difference observed."

Discussion¶

Learner Variables¶

• Socioeconomic Status — moderator: an instructional effect differs by group

Related Claims¶

• Neither intervention showed a statistically significant effect for free-school-meal pupils — related
• The trial found a statistically significant negative literacy impact for FSM-eligible pupils, treated with caution — related
• The TextNow programme showed a differential effect by free school meal eligibility: a small non-significant positive effect for FSM-eligible pupils and a significant negative effect for non-FSM pupils — related
• The intervention showed no evidence of differentially benefiting pupils eligible for free school meals in any of the schools — related
• RLC showed no differential impact for pupils eligible for free school meals — related
• Quest showed no differential effects by gender, FSM eligibility, or prior reading attainment — related
• The VEFP showed no statistically significant impact on reading for pupils eligible for free school meals — related
• The intervention showed no evidence of differentially benefiting pupils eligible for free school meals, despite a marginal group-by-FSM interaction — reports the opposite