More evidence in favour of free eye tests and glasses at school

Several recent Best Evidence in Brief articles describe the positive effects on reading achievement of providing free vision screening and glasses to pupils who need them. Adding to the evidence showing that vision is one of the most important health outcomes for academic success, a recent study describes the results of one such programme, Florida Vision Quest.

Florida Vision Quest (FLVQ) is a programme designed to provide pupils in high-poverty schools with vision screening and free vision testing in a mobile vision clinic. If children are found to need glasses, they receive them at no charge. Two pairs are given to each child.

Within three school districts in Central Florida, elementary Title I schools were randomly assigned to one of three treatments: Full treatment (n=19), screen only (n=19), or control (n=38). Only pupils in grades 4 and 5 (Year 5 and 6) were involved in the study. Outcomes were determined for all pupils in those grades, not just those who needed glasses.

Findings showed there were significant positive effects on reading (Florida Comprehensive Achievement Tests, or FCAT) for schools that received the full treatment (effect size = +0.13) but not for those that received screening only. There were no effects for maths.

Source: The Impact of Providing Vision Screening and Free Eyeglasses on Academic Outcomes: Evidence from a Randomized Trial in Title I Elementary Schools in Florida (Spring 2018), Journal of Policy Analysis and Management

Hiring late has long-term impacts

A study by John Papay and Matthew Kraft from Brown University considers the impact of schools hiring new teachers after the school year has started.

The researchers used a comprehensive administrative dataset from a large, urban school district in the southern United States that includes student, teacher, and test records from the 1999-2000 to the 2009-2010 school years.

They found that students in grades four to eight (Years 5- 9) in classrooms with teachers hired after the start of the school year do worse than their peers with other newly hired teachers (effect size= -0.042 SD in mathematics, -0.026 SD in reading). A substantial part of this effect comes from temporary disruptions that affect teachers and students in the year when a teacher is hired late. In mathematics, but not in reading, they found that schools that hire late lose stronger candidates. Finally, they found that teachers who were hired late leave their schools, and the district, at much greater rates than their peers who are hired on-time, which may have negative impacts on other teachers and students in the school. Thus, delayed hiring prevents schools from hiring, supporting, and retaining effective teachers.

Source: The productivity costs of inefficient hiring practices: Evidence from late teacher hiring (2016), Journal of Policy Analysis and Management