Achieve Together: Evaluation Report and Executive Summary

Autor/inn/en	Greaves, Ellen; Sianesi, Barbara; Sibieta, Luke; Amin-Smith, Neil; Callanan, Meg; Hudson, Ruth
Institution	Education Endowment Foundation (EEF) (United Kingdom); NatCen Social Research (United Kingdom); Institute for Fiscal Studies (IFS) (United Kingdom)
Titel	Achieve Together: Evaluation Report and Executive Summary
Quelle	(2017), (67 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leadership Training; Disadvantaged Youth; Educational Improvement; Educational Certificates; Secondary Schools; Intervention; Comparative Analysis; Qualitative Research; Program Implementation; Program Evaluation; Program Effectiveness; Secondary School Teachers; Teacher Leadership; Interviews; Costs; Effect Size; Scores; Foreign Countries; Statistical Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Führungslehre; Benachteiligter Jugendlicher; Teaching improvement; Unterrichtsentwicklung; Bildungsabschluss; Schulzeugnis; Sekundarschule; Qualitative Forschung; Programme evaluation; Programmevaluation; Lehrerfunktionsstelle; Interviewing; Interviewtechnik; Cost; Kosten; Ausland; Statistische Analyse
Abstract	Achieve Together aims to improve pupil outcomes by supporting leadership development and collaboration within schools in disadvantaged areas. The programme was devised and delivered by three education charities: Teach First, Teaching Leaders, and The Future Leaders Trust. Participants on these individual programmes also collaborate on a school improvement initiative, drawing on insights from the individual programmes with planning and implementation support from the Achieve Together team. It is a whole-school intervention aiming to improve outcomes for all pupils in participating schools. Achieve Together was developed in 2013 and delivered from September 2014 until July 2016. This efficacy trial assessed the impact on General Certificate of Secondary Education (GCSE) outcomes at the end of the second year of the programme. Results from 14 schools that received the intervention were compared to those of a well-matched comparison group. Qualitative research aimed to track implementation, delivery, and perceived impacts over the course of the intervention. Key conclusions include: (1) Pupils in Achieve Together schools made no additional progress, on average, compared to other children in the trial, as measured by GCSE results. The three padlock security rating means researchers are moderately confident in this result; (2) Similar results were found for children eligible, and not eligible, for free school meals, and children with higher and lower prior attainment, although these sub-group results are less secure because of the smaller numbers of pupils; (3) Participating schools reported a lack of clarity over the aims of Achieve Together and how the collaborative project should relate to the individual leadership programmes. The differing timelines of the individual programmes also appears to have hampered the collaborative projects; (4) Views on the collaborative project were mixed. Some participants found that the process increased reflective practice and provided impetus for further school improvement. Others felt that it was resource intensive and had minimal additional impact; and (5) Some teachers felt Achieve Together would have a positive impact on pupil attainment once new teaching skills and new initiatives were embedded. The Education Endowment Foundation (EEF) data archive allows analysis of future results for these schools to assess whether this is the case. (ERIC).
Anmerkungen	Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01