Many studies have been conducted to examine the impact for pupils of later school start times, some of which can be found in previous issues of Best Evidence in Brief. This Campbell systematic review summarises the findings from 17 studies to examine the evidence on the impact of later school start times on pupils’ mental health and academic performance.
The studies included in the review were randomised controlled trials, controlled before-and-after studies and interrupted time series studies with data for pupils aged 13 to 19 and that compared different school start times. The studies reported on 11 interventions in six countries, with a total of almost 300,000 pupils.
The main results of the review suggest that later school starts may be associated with positive academic benefits and psychosocial outcomes. Later school start times also appear to be associated with an increase in the amount of sleep children get. Effect sizes ranged from +0.38 to +2.39, equivalent to an extra 30 minutes to 2 hours of sleep each night. However, the researchers point out that, overall, the quality of the body of evidence is very low, and so the effects of later school start times cannot be determined with any confidence.
Source: Later school start times for supporting the education, health, and well-being of high school students: a systematic review (December 2017), A Campbell Systematic Review 2017:15
The What Works Clearinghouse (WWC) has released a new topic area that focuses on the impact of charter schools on pupil achievement and other outcomes. As part of the launch, the WWC released three intervention reports, which review available research on an intervention or programme to determine if there is strong evidence that it has a positive impact on pupil outcomes.
The intervention reports examine the following three programmes:
- Knowledge is Power Program (KIPP), a non-profit network of more than 200 US public charter schools educating early childhood, elementary, middle and high school pupils. According to the WWC intervention report, research shows that KIPP had positive effects on mathematics achievement and English language achievement, and potentially positive effects on science achievement and social studies achievement for middle and high school pupils (Years 7 to 13), and no discernible effects on pupil progression (eg, high school graduation within four years of grade 9 (Year 10) entry) for high school pupils.
- Green Dot Public Schools, a non-profit organisation that operates more than 20 public charter middle and high schools in California, Tennessee and Washington. The WWC reports that Green Dot Public Schools had potentially positive effects on mathematics achievement, pupil progression, school attendance and English language achievement for high school pupils (Years 10 to 13).
- Harlem Children’s Zone (HCZ) Promise Academy Charter Schools, a non-profit organisation designed to serve low-income children and families living in Harlem in New York City. According to the intervention report, the WWC is unable to draw any conclusions based on available research about the effectiveness or ineffectiveness of the HCZ Promise Academy Charter Schools on elementary, middle and high school pupils. Research that meets WWC design standards is needed to determine the effectiveness or ineffectiveness of this intervention.
Source: Charter Schools, What Works Clearinghouse
In a review of important 2017 releases, MDRC recently referenced a memo to policymakers with recommendations for increasing research use and applying evidence to all policy decisions, both educational and otherwise.
- Programmes and policies should be independently evaluated. To ensure high-quality evaluations, they should be directly relevant to policy, free of political or other influences and credible to subjects and consumers.
- The government should provide incentives for programmes to apply evidence results to improve their performance.
- Utilise a tiered evidence strategy, such as is used in the Every Student Succeeds Act, to set clear guidelines for standards.
- Existing funding sources should be applied to generate evidence. A 1% set-aside was recommended.
- Federal and state agencies should be allowed to access and share their data for evaluation purposes.
Source: Putting evidence at the heart of making policy (February 2017), MDRC
The Education Endowment Foundation (EEF) has published a new analysis of the state of the attainment gap in the UK. Using data from Key Stage 2 to predict how the attainment gap is likely to shift in the next five years, it reveals that there will be little or no headway in closing the gap between disadvantaged pupils and their classmates in the next five years.
Improvements in primary schools over the past few years mean that the gap between the proportion of disadvantaged pupils with at least a good pass at GCSE in English and maths and all other pupils is set to reduce from 24 percentage points (ppts) to 21.5 between 2017 and 2021. However, there will be little change in Attainment 8 (which measures average achievement in GCSE across eight subjects) and Progress 8 (which measures students’ progress between Key Stage 2 and Key Stage 4 across eight subjects) gaps. The Attainment 8 score gap of 11 points in 2017 will remain in 2021, while for Progress 8 the attainment gap is set to increase a little: from 14.8 ppts in 2017 to 15.6 ppts in 2021.
The analysis emphasises that even small improvements – just one or two GCSE passes compared to no qualifications – can have significant increases on a young person’s lifetime productivity returns and in national wealth. This highlights the importance of continuing to focus on improving results for currently low-attaining pupils.
The report also contains 15 key lessons from the first six years of the EEF on closing the attainment gap.
Source: The attainment gap: 2017 (January 2018), The Education Endowment Foundation
Adding a self-regulation intervention to a school readiness programme can improve self-regulation, early academic skills and school readiness in children at higher risk for later school difficulties, according to the results of a study published in Early Childhood Research Quarterly.
Robert J Duncan and colleagues looked at the effect of adding a self-regulation intervention to the Bridge to Kindergarten (B2K) programme – a three-week summer school-readiness programme – in the US state of Oregon. The B2K programme is aimed at children with no prior preschool experience, and therefore considered to be at risk for later school difficulties.
Children from three to five years old were randomly assigned to either a control group (B2K only) or the intervention group (B2K plus intervention). Children in the intervention group received two 20- to 30-minute sessions per week, involving movement and music-based games that encouraged them to practise self-regulation skills.
Results from this randomised controlled trial indicated that children who received the intervention scored higher on measures of self-regulation than children who participated in the B2K programme alone. There were no significant effects on maths or literacy at the end of the programme. However, four months into kindergarten, children from the intervention group showed increased growth in self-regulation, maths and literacy compared to expected development.
Source: Combining a kindergarten readiness summer program with a self-regulation intervention improves school readiness (November 2017) Early Childhood Research Quarterly, Volume 42, 1st Quarter 2018
A new research brief by John F Pane and colleagues at the RAND Corporation asks the question: “Does personalised learning improve pupil learning more than other educational approaches?” As part of their report, the authors present findings from an evaluation of personalised learning (PL) schools conducted by RAND Corporation researchers for the Bill and Melinda Gates Foundation.
The research team analysed maths and reading scores for approximately 5,500 pupils in 32 US schools that received funding from the Next Generation Learning Challenges (NGLC) initiative to support highly personalised approaches to learning. These schools took the Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) mathematics and reading assessments for one academic year: autumn 2014 to spring 2015. The research team compared the achievement of pupils in PL schools with matched peers attending non-PL schools and national norms.
Key findings from the research brief include:
- Early evidence suggests that PL can improve achievement for pupils, regardless of their starting level of achievement.
- Benefits of PL may take some time to emerge. Analyses suggest that effects may be more positive after schools have experience implementing PL.
- To date, the field lacks evidence on which practices are most effective or what policies must be in place to maximise the benefits.
The authors note that additional research is needed using more rigorous experimental studies.
Source: How Does Personalized Learning Affect Student Achievement? RAND Corporation, 2017.