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¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i0 negligible
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i0 In subgroup analysis, FSM-eligible pupils showed an effect size of +0.09 (about one month) in mathematics and −0.03 (about one month) in English, with security rated not applicable. → Buchanan 2015

Evidence¶

Buchanan 2015¶

Buchanan, E., Morrison, J., Walker, M., Aston, H., & Cook, R. (2015). Tutor Trust Secondary: Evaluation report and Executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581539

q2 · i0 · causal · r1

Subgroup analysis conducted in line with EEF guidance to assess tutoring effectiveness for pupils eligible for free school meals, reported in the results table. Both printed effect sizes are below 0.2 in magnitude and both FSM rows carry no security rating. The evaluators do not report significance tests for these subgroup contrasts in the quoted material.

"FSM pupils (mathematics) +0.09 +1 months na na FSM pupils (English) −0.03 −1 months na na"

Discussion¶

Related Claims¶

• FSM-eligible pupils made around five additional months' progress under TDTS (effect size +0.38), though this finding has lower security — related
• Mathematics effects on FSM pupils differed by outcome status: near-zero as primary outcome (0.01) and negative as secondary outcome (-0.07) — related
• EEF-funded interventions showed no evidence of positive or negative overall effects on FSM pupils' mathematics outcomes — related