Evidence-informed school improvement

The Education Endowment Foundation has published an evaluation of Research Leads Improving Students’ Education (RISE). The programme, which was developed and delivered by Huntington School in York, aimed to improve the maths and English achievement of pupils in secondary school using a research-informed school improvement model.

Forty schools took part in the randomised controlled trial and were randomly allocated to either take part in RISE or to a control group which continued with business as usual. Schools participating in RISE appointed a senior teacher as a Research Lead who was responsible for promoting and supporting the use of research throughout the school. Support for Research Leads included an initial eight professional development sessions held over eight months, occasional follow-up meetings over two academic years, a customised email newsletter, a website with resources, a peer network, and school visits by the RISE team. The RISE team also provided a workshop for headteachers and annual workshops for English and maths subject leads. 

The evaluation examined the impact on pupils in two cohorts: in the first cohort (A) the school was only exposed to one year of RISE, while in the second cohort (B) the school experienced two years of the intervention. For both the one-year and two-year cohorts, children in RISE schools made a small amount of additional progress in maths (effect size = +0.09 for cohort A and +0.04 for cohort B) and English (effect size = +0.05 for cohort A and +0.03 for cohort B)  compared to children in the control-group schools. However, the differences were small and not significant, so the evaluation concludes that there is no evidence that participating in one or two years of the RISE programme has a positive impact on pupil achievement.

In addition, the evaluation highlights the importance of schools’ ability and motivation to make use of the Research Lead in shaping school improvement decisions and processes. For example, it suggests that implementation was stronger when headteachers gave clear and visible support for the project and Research Leads had additional dedicated time to undertake the role.

Source: The RISE project: Evidence-informed school improvement (May 2019), Education Endowment Foundation

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