addressing educational disadvantage, sharing evidence, finding out what works camilla nevill...
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Addressing educational disadvantage, sharing evidence, finding out what works
Camilla Nevill Evaluation Manager
Overview
1. The aims of the EEF
2. Teaching and Learning Toolkit
3. Grant-making process
4. Approach to evaluation
5. Challenges and reflections
The aims of the EEF
• Building the evidence for what works in schools by identifying and rigorously evaluating evidence-based approaches to teaching and learning
• Sharing the evidence with schools by providing independent and accessible information through the Teaching and Learning Toolkit
• Promoting the use of evidence-based practice both through our projects, events and resources such as the upcoming DIY Evaluation Guide for schools
The EEF by numbers
56 projects
funded to date
1,800 schools
participating in projects
30 topics in
the Toolkit
16 independent evaluation
teams
300,000
pupils involved in EEF projects9
members of EEF team
£200mestimated spend over lifetime of
the EEF
3,000 heads
presented to since launch
The EEF approach
ST-EEFToolkit
EEF Evaluations
Decide grants
Commission evaluations
Report results
Synthesise evidence
• Independent evaluations
• Robust methodologies
• Common outcome metrics
• meta-analyses• Case studies
• Evidence-based grant making
The Toolkit and grant-making
ST-EEFToolkit
EEF Evaluations
Decide grants
Commission evaluations
Report results
Synthesise evidence
• Independent evaluations
• Robust methodologies
• Common outcome metrics
• meta-analyses• Case studies
• Evidence-based grant making
The Sutton Trust-EEF Teaching and Learning Toolkit
• Accessible, teacher-friendly summaries of educational research
• Practice focused: giving schools in the information they need to make informed decisions and narrow the gap
• Based on meta-analyses provided by Durham University
Case study: the Pupil Premium
• Large secondary school in the North West receives £580,000 from the Pupil Premium in 2012-13.
• How does the head teacher decide to use this money?• Reducing class size, investing in professional
development, one to one tuition?
• The Toolkit doesn’t tell the head what to do, but we hope that it will help her make a more informed decision.
Grant-making
The EEF assesses proposed projects by assessing:
1. The extent to which there is existing evidence which suggests that the approach will improve academic attainment (taking the Toolkit as a starting point)
2. Whether the project has the potential to be scaled up cost effectively if proven to be effective (within the envelope of the Pupil Premium)
• We are looking for disciplined innovation: innovation that builds on what we already know.
EEF portfolio so far
10
Primary
Secondary
0 250 500 750
Already recruited In recruitment process
# schools by school type
Improving classroom teaching
Out-of-hours learning
Parents and community
Targeted support
Whole-school improvement
0 100 200 300 400 500
# schools by project type
Note: Figures include only grants made or to be made from the main endowment (Literacy Catch Up projects excluded)
A meta-analytic approach to evaluation
ST-EEFToolkit
EEF Evaluations
Decide grants
Commission evaluations
Report results
Synthesise evidence
• Independent evaluations
• Robust methodologies
• Common outcome metrics
• meta-analyses• Case studies
• Evidence-based grant making
Approach to evaluation:What the EEF is doing differently
A new and robust approach to evaluation in education:• Independent evaluation
All projects evaluated by a member of our panel of evaluation experts
• Common outcome metricsEffect on attainment and cost—so we can compare and contrast between projects
• Focus on longitudinal impactAll pupils will be tracked using the National Pupil Database
Approach to evaluation:Robust yet pragmatic evaluations
Types of evaluation:
Decision based on an assessment of:• the existing evidence base (takes precedence)
– Relevance– Strength
• expected effect size• cost• policy context• practicalities of delivery
Pilot
(development)
Efficacy
(validation)
Effectiveness
(scale-up)
An example of an EEF evaluation
Catch Up Numeracy:• One-to-one intervention with children in
Years 2 to 6 who are struggling with numeracy
• Previous research showed an effect size of 0.3
• Trial in 50 schools with 300 pupils and 100 TAs randomised
• Effect on attainment measured using standardised maths tests
• Independent evaluation by NFER• Observations and interviews to inform
scale up
The EEF approach
ST-EEFToolkit
EEF Evaluations
Decide grants
Commission evaluations
Report results
Synthesise evidence
• Independent evaluations
• Robust methodologies
• Common outcome metrics
• meta-analyses• Case studies
• Evidence-based grant making
What’s next?
• What works centre (on going)• DIY Evaluation (on going)• Digital Technology Round (just closed)• Project results (Autumn 2013)• Next General Round (closing October)• Neuroscience Round (April 2014)
Challenges and reflections
• Resistance from the academic community How do we strike a balance between bringing a new and robust independent evaluation approach and protecting the rights of project creators?
• Attrition and testingHow do we best incentivise schools to remain engaged and see research through?
• Mobilising what works and taking it to scaleHow do we put the evidence to work and ensure that teachers can access and use research effectively?
For further information:
www.educationendowmentfoundation.org.uk
Thank you!