Abstract
Meta‐analysis is the synthesis of findings from research projects, which enables an estimate of the average or pooled effect across various studies. This study presents findings from the intention to treat analysis for a series of educational evaluations in England using a two‐stage meta‐analysis with standardised outcome data and individual participant data meta‐analyses. The research estimates the overall impact of educational trials on pupils eligible for Free School Meals (FSM) and the attainment gap in literacy and mathematics performance between FSM and non‐FSM pupils based on analysis of 88 trials and data from over half a million pupils. For the meta‐analyses, frequentist and Bayesian multilevel models were used to estimate the individual and pooled effect size across categories of explanatory variables such as age groups (key stages in England) and aspects of the type of interventions (one‐to‐one, small group, whole class). Results indicated that the overall impact of interventions on the literacy outcomes of FSM pupils was positive, with a pooled effect size of 0.06 (0.03, 0.08). However, for mathematics, no overall effect on FSM pupils was observed. Analysis of the attainment gap indicated that literacy outcomes for FSM pupils were improved by interventions marginally more than for non‐FSM pupils (pooled attainment gap 0.01 (−0.01, 0.04)). The risk of bias assessment showed that estimates were consistent across different methodological approaches. Overall, evidence from this study can be used to identify, test and scale educational interventions in schools to improve educational outcomes for disadvantaged pupils.
Highlights
Educational attainment has become one of the clearest early indicators of life outcomes including employment, income and social status, and is a strong predictor of attitudes and wellbeing (Manstead, 2014). Marmot (2010) argued that there are large gaps between extremes of the social hierarchy in the UK, with people from the highest social or economic background living longer and with a longer period of their life free from health issues
This study provides a robust and independent assessment of how targeted interventions benefit Free School Meals (FSM) pupils and how they impacted on the attainment gap by synthesizing evidence from existing trials using individual participant data (IPD) meta-analysis methods
Effective practices or interventions need to be developed for FSM pupils in order to reduce the attainment gap between FSM pupils and their peers
Summary
Educational attainment has become one of the clearest early indicators of life outcomes including employment, income and social status, and is a strong predictor of attitudes and wellbeing (Manstead, 2014). Marmot (2010) argued that there are large gaps between extremes of the social hierarchy in the UK, with people from the highest social or economic background living longer and with a longer period of their life free from health issues. More than 150 trials have been commissioned by the EEF to improve the academic attainment of children and reduce the attainment gap among deprived pupils as compared to their counterparts (Education Endowment Foundation, 2019). Subgroup analyses of pupils on FSM are usually reported in each trial report, but there is a need to synthesize evidence on the impact of EEF-funded interventions on FSM pupils across trials. The analysis of FSM pupils reported for each trial is a useful complement to the main findings from individual trials. It offers limited insights into how EEF-funded interventions as a whole affect FSM pupils. Are the interventions reducing attainment gaps between FSM pupils and their peers? Are the interventions reducing attainment gaps between FSM pupils and their peers? And what types of intervention are likely to be more beneficial to FSM compared with their peers? These are some of the questions that need answers to improve the design or implementation of future interventions aiming to reduce the attainment gap (Schochet et al, 2014)
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