‘Trials and Tribulations’ An RCT with the DCSF Carole Torgerson, Andy Wiggins and Hannah Ainsworth

3 parts – Context, Design, Issues Part 1…. –Who’s who –Policy Background –What is ECC –Key Research questions –Why an RCT –Some of our tribulations –and then over to Hannah……

ECC Evaluation - Who’s who Carole Torgerson Hannah Ainsworth Andy Wiggins Patrick Barmby and…

Policy Background Context - an overall improvement in primary maths over the last 10 years, however the level of attainment for the bottom 5% has not improved at all. Every Child Counts seeks to address the needs of this ‘bottom’ 5%.

ECC – What is it? One to One (or Small Group 2 or 3) programme each day for a term By experienced trained teachers Accreditation and Support system Initial Diagnosis - followed by…. A targeted and highly structured programme

Key Research Questions Primary outcome Level of initial impact of the one to one and small group models Secondary outcomes include Which children is it most effective for Economic evaluation Long term impact

So why an RCT? Isolate cause and effect Minimise bias Detect small effects

.…but a bit tricky RCT Complexity Social Policies Fields of Wheat Bottles of Pills Every Child Counts

Some of our ‘tribulations’…. Teacher knows best…. Enthusiastic adopters…. The burden on schools…. Fair to all…. Programme inherent measures…. Natures course…. Long term.…

Research design and working with the schools Hannah Ainsworth IEE

Methods Trial 1How effective is Numbers Count compared with normal classroom teaching Trial 2: Pairs Is there a difference in effectiveness when Numbers Count is delivered to an individual child and when Numbers Count is adapted and is delivered to children taught in pairs? Trial 2: Triplets Is there a difference in effectiveness when Numbers Count is delivered to an individual child and when Numbers Count is adapted and is delivered to children taught in triplets?

Trial 1 Has been designed to ensure that all children who would normally receive Numbers Count will do so. 12 children selected by the School are randomly allocated into 3 groups: Group1 (4 children) will receive the intervention in the Autumn term Group 2 (4 children) will receive the intervention in the Spring term Group 3 (4 children) will receive the intervention in the Summer term

Trial 2: Pairs 12, 13 or 14 children selected by the School are randomly allocated into 5 groups: Group 1 (1 child) will receive the intervention individually in the Autumn term Group 2 (4 children) will receive the intervention in pairs in the Autumn term Group 3 (1 child) will receive the intervention individually in the Spring term Group 4 (4 children) will receive the intervention in pairs in the Spring term Group 5 (2, 3 or 4 children) will receive the intervention individually in the Summer term

Trial 2: Triplets 16, 17 or 18 children selected by the School are randomly allocated into 6 groups: Group 1 (1 child) will receive the intervention individually in the Autumn term Group 2 (6 children) will receive the intervention in triplets in the Autumn term Group 3 (1 children) will receive the intervention individually in the Spring term Group 4 (6 children) will receive the intervention in triplets in the Spring term Group 5 (2, 3 or 4 children) will receive the intervention individually in the Summer term Group 6 (4 children) allocated as ‘funded by Barclays’ – will receive Numbers Count individually whenever the school decides – after random allocation no longer in the trial.

Discussion