A study published in Economics of Education Review looks at the evidence from the extended school day (ESD) programme in Florida to determine whether pupils benefit from longer school days.
In 2012, Florida introduced the ESD programme, increasing the length of the school day by an hour in the lowest-performing elementary (primary) schools in order to provide additional reading lessons. The lessons had to be based on research, adapted for pupil ability, and include phonemic awareness, phonics, fluency, vocabulary and comprehension. Schools were selected using school-level reading accountability measures. For this study, David Figlio and colleagues looked at reading scores for all pupils in Florida between grades 3 and 10 (Years 4 and 11) using school administrative data from 2005–06 and 2012–13, and employed a regression discontinuity design to estimate the effect of lengthening the school day, looking at the different performance of schools either side of the cut-off point.
Results indicated that the additional one hour of reading lessons had a positive effect on pupils’ reading achievement. ESD schools showed an improvement of +0.05 standard deviations on reading test scores in the first year. The annual cost of the ESD programme was $300,000-$400,000 per school, or $800 per pupil.
Source: Do students benefit from longer school days? Regression discontinuity evidence from Florida’s additional hour of literacy instruction (December 2018), Economics of Education Review, Volume 67
Researchers at Simon Fraser University in Canada conducted a meta-analysis on research that investigated learning outcomes for pupils who received self-explanation prompts while studying or solving problems. Self-explanation is a process by which pupils use prior knowledge to make inferences in order to fill in missing information or monitor understanding.
Their study, published in Educational Psychological Review, examined 69 independent effect sizes from 64 studies (5,917 participants). Studies had to include a treatment condition in which learners were directed or prompted to self-explain during a learning task, with a comparison treatment where learners were directed not to self-explain. The measure was a cognitive outcome such as problem solving or comprehension. Learning activities were mostly of short duration (less than an hour) and carried out mostly with undergraduate students.
The analysis found an overall weighted mean effect size of +0.55 on learning outcomes for pupils who were prompted to self-explain compared to those who were not. However, most of the studies were very brief and artificial, so the outcomes cannot be assumed to apply to actual classroom practice. Moderating variables were also examined in order to investigate how learning outcomes varied under a range of conditions, but were found to have no significant difference on effect sizes. The study concludes that having pupils come up with an explanation themselves is often more effective than presenting them with an explanation.
Source: Inducing self-explanation: a meta-analysis (September 2018), Educational Psychological Review, Volume 30, Issue 3
An evaluation of the Education Endowment Foundation’s trial of Families and Schools Together (FAST), delivered by Save the Children, did not appear to make a difference to children’s achievement, but was found to be an effective mechanism for engaging parents in their children’s early education. FAST was also shown to have a positive impact on children’s social and behavioural outcomes across the whole year group and not just for the children who participated in the programme.
FAST is a parental engagement programme that aims to support parenting and enhance links between families, schools and the community. Parents and their children attend eight weekly two-and-a-half-hour group sessions delivered after school by accredited FAST trainers.
The school-level randomised trial measured the impact of FAST for the whole year group on Key Stage 1 (KS1) reading and arithmetic achievement, and children’s behavioural and pro-social outcomes (measured using the Strengths and Difficulties Questionnaire). One hundred and fifty eight schools took part in the trial, with a total of 7,027 pupils across the Year 1 cohort in these schools, and 632 pupils taking part in the eight-week programme.
The evaluation found no evidence that FAST had an effect on KS1 reading and arithmetic outcomes for the whole year group (effect size = +0.01). There was also no evidence that FAST had an impact on KS1 outcomes for the children whose families took part in the eight-week programme. However, FAST showed some promise on non-academic outcomes, with positive outcomes for the whole year group. Immediately after the eight-week programme, Year 1 pupils in the intervention schools had a higher average pro-social score and a lower average total difficulties score than pupils in comparison schools. However, these effects diminished by the end of Year 2.
Source: Families and Schools Together (FAST) evaluation report and executive summary (November 2018), Education Endowment Foundation
Heather L Schwartz and colleagues from the RAND Corporation have released a final report on a six-year study of the National Summer Learning Project, an initiative from The Wallace Foundation that was implemented in 2011 in five urban school districts in the US. The summer programmes in these districts were district-led, voluntary summer learning programmes that featured both academic teaching and enrichment opportunities to improve outcomes for low-income pupils.
The overall study combined a randomised controlled trial with correlational analysis and implementation research to examine whether voluntary, district-run summer learning programmes can improve academic, behavioural, and social and emotional outcomes for low-income, urban children in both the short and long terms. The study followed approximately 5,600 pupils from third to seventh grade (Years 4 to 8). Data included surveys, observations and test data.
Findings showed that pupils who received a minimum of 25 hours of mathematics teaching in a summer performed better on the subsequent state maths test, and those receiving 34 hours of English lessons performed better on the subsequent state English language assessment.
These outcomes need to be viewed with caution, however, as pupils who actually attended summer school, as opposed to those who signed up but did not attend, are likely to be more highly motivated and better achieving, introducing possible bias.
Based on their research, the authors offer several recommendations for planning for summer learning, including:
- Commit in the autumn to a summer programme, and start active planning by January with a programme director who has at least half of his or her time devoted to the job.
- Prior to the start of the summer programme, professional development for summer teachers should include specific guidance on use of the summer curricula, minimising loss of teaching time, and on checking for pupil understanding.
- Operate the programme for five to six weeks with three to four hours of academic lessons per day.
A more detailed and comprehensive list of recommendations can be found in the report.
Source: Getting to work on summer learning. Recommended practices for success, 2nd edition (2018), RAND Corporation
While many studies show positive effects of cooperative learning on pupil achievement, a recent study examined the effects of cooperative learning on reducing bullying in middle school.
A total of 15 rural schools (n=1,460 seventh graders) in the Pacific Northwest were matched based on size and free-lunch percentage, and then seventh graders (Year 8) were randomly assigned to either receive a cooperative learning programme (n=792) or to continue business as usual (n=668). The cooperative learning programme used techniques by Johnson & Johnson, incorporating peer tutoring, collaborative reading, and methods where classmates rely on each other to learn new information while being held individually accountable for what they have learned. The theory behind this study was that in cooperative groups, bullies would not be reinforced by their peers to continue bullying, and socially isolated pupils would have opportunities to interact with others more and make new friends. All participating teachers received a copy of Cooperation in the Classroom and received three training days in person, and check-ins by video conference during the course of the 2016–17 school year. Pre-tests and post-tests (online surveys completed by pupils) evaluated pupils’ bullying and victimisation, stress levels, emotional problems, relatedness and engagement.
After five-and-a-half months of the cooperative learning programme, results showed significant reductions in bullying (effect size = +0.37), victimisation (+0.69), and stress levels (>+0.99) for pupils who had been shown to be marginalised at pre-test, and reduced emotional problems (+0.30) and greater relatedness (+0.43) for all pupils, regardless of their feelings of victimisation/isolation at pre-test.
Source: Cooperative learning in middle school: A means to improve peer relations and reduce victimization, bullying, and related outcomes (November 2018), Journal of Educational Psychology, 110(8)
A new working paper, published by Brown University, reports on an online coaching programme that aimed to support maths teachers.
Mathematical Quality of Instruction (MQI) is an observational instrument that helps structure teachers’ and coaches’ reflections about maths teaching. There are four “dimensions” of the instrument – richness of the mathematics, Common Core-aligned pupil practices, working with pupils and mathematics, and teacher errors. In several studies, teachers’ scores on MQI have predicted pupils’ academic achievement gains.
In MQI coaching, teachers selected an element of their practice to work on and filmed one of their lessons. A coach then selected a couple of extracts and chose a comparison stock film clip. The teacher watched the clips and then the two discussed them and developed a plan for improvement.
In the current trial, 142 upper elementary and middle school teachers (Years 4-9) from 51 schools in a mid-western state in the US were assigned to MQI coaching or a control condition. Teachers assigned to MQI coaching took part in a two-day summer school, followed by a bi-weekly coaching cycle for the following academic year.
At the end of that year, the coached teachers showed substantial improvements in their scores on the MQI instrument. They also had improved scores in pupil perceptions of classroom practices. However, there was no measurable impact on state achievement tests (the Smarter Balance Assessment Consortium (SBAC)). In the follow-up year, there were still large impacts on the four MQI dimensions, but none were found on pupils’ assessment of teachers or pupil achievement.
Source: Developing ambitious mathematics instruction through web-based coaching: A randomized field trial. (November 2018). Brown University Working Paper