Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 3 |
| Since 2016 (last 10 years) | 4 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| Education Endowment Foundation | 6 |
Author
| Coldwell, Mike | 3 |
| Demack, Sean | 3 |
| Lortie-Forgues, Hugues | 3 |
| Maxwell, Bronwen | 3 |
| Reaney-Wood, Sarah | 3 |
| Stevens, Anna | 3 |
| Stiell, Bernadette | 3 |
| Wolstenholme, Claire | 3 |
| Bibi Groot | 1 |
| Chris Brown | 1 |
| Gorard, Stephen | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 3 |
| Reports - Descriptive | 2 |
| Information Analyses | 1 |
| Numerical/Quantitative Data | 1 |
Education Level
| Elementary Education | 5 |
| Secondary Education | 3 |
Audience
Location
| United Kingdom (England) | 5 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textDemack, Sean; Maxwell, Bronwen; Coldwell, Mike; Stevens, Anna; Wolstenholme, Claire; Reaney-Wood, Sarah; Stiell, Bernadette; Lortie-Forgues, Hugues – Education Endowment Foundation, 2021
This report presents findings from exploratory, descriptive meta-analyses of effect sizes reported by the first 82 EEF evaluations that used a randomised controlled trial (RCT) or clustered RCT impact evaluation design published up to January 2019. The review used a theoretical framework derived from literature with five overarching themes to…
Descriptors: Foreign Countries, Disadvantaged Youth, Meta Analysis, Effect Size
Demack, Sean; Maxwell, Bronwen; Coldwell, Mike; Stevens, Anna; Wolstenholme, Claire; Reaney-Wood, Sarah; Stiell, Bernadette; Lortie-Forgues, Hugues – Education Endowment Foundation, 2021
This document summarises key findings from the quantitative strands of a review of the Education Endowment Foundation (EEF) evaluations that had reported from the establishment of EEF in 2011 up to January 2019. The quantitative strands summarised include meta-analyses of effect sizes reported for attainment outcomes and descriptive analyses of…
Descriptors: Foreign Countries, Disadvantaged Youth, Meta Analysis, Effect Size
Demack, Sean; Maxwell, Bronwen; Coldwell, Mike; Stevens, Anna; Wolstenholme, Claire; Reaney-Wood, Sarah; Stiell, Bernadette; Lortie-Forgues, Hugues – Education Endowment Foundation, 2021
This document provides supplementary statistical tables to support the review of Education Endowment Foundation (EEF) evaluations. This includes: (1) Descriptive (univariate) tables for all explanatory variables; (2) Tables for the meta-analyses of primary ITT effect sizes; (3) Tables for the meta-analyses of secondary ITT effect sizes; (4) Tables…
Descriptors: Foreign Countries, Disadvantaged Youth, Meta Analysis, Effect Size
Jake Anders; Chris Brown; Melanie Ehren; Toby Greany; Rebecca Nelson; Jessica Heal; Bibi Groot; Michael Sanders; Rebecca Allen – Education Endowment Foundation, 2017
Evaluating the impact of complex whole-school interventions (CWSIs) is challenging. However, what evidence there is suggests that school leadership and other elements of whole-school contexts are important for pupils' attainment (Leithwood et al., 2006), suggesting that interventions aimed at changing these have significant potential to improve…
Descriptors: Leadership Styles, Program Implementation, Leadership Responsibility, Program Evaluation
Gorard, Stephen; Siddiqui, Nadia; See, Beng Huat – Education Endowment Foundation, 2014
Response to Intervention (RTI) is a targeted programme that uses a tiered approach to identify the needs of low achieving pupils. The approach begins with whole class teaching (Tier 1), followed by small group tuition (Tier 2) for those who need more attention, and one to one tutoring (Tier 3) for those who do not respond to the small group…
Descriptors: Response to Intervention, Program Evaluation, Elementary School Students, Grade 5
McNally, Sandra – Education Endowment Foundation, 2014
The Hampshire Hundreds project was a local authority-led intervention which brought together lead teachers from Hampshire primary schools to provide them with evidence and support for effective teaching strategies to decrease the attainment gap between disadvantaged pupils (aged 9-11) and their peers. The intervention involved a facilitator…
Descriptors: Foreign Countries, Elementary School Teachers, Intervention, Instructional Effectiveness
