Edition 21

Research: Education Endowment Foundation evaluation reports of two randomised control trials of Mathematics Mastery, an Ark-sponsored programme

Published: Friday 13th February on EEF website.

One should always be wary of donning the mantle of an expert.

I am no statistician. I have no pedigree as an education researcher or academic. What little teaching experience I have was acquired through the PGCE I completed before many of you were born.

But I do have a strong grounding in education policymaking. And I’ve spent much of the past five years monitoring educational publications, press releases and media coverage, not infrequently pointing out the inconsistencies between them.

So my antennae were twitching when the Education Endowment Foundation selected Friday February 13 to publish the results of its randomised control trials of Mathematics Mastery, one of its first four high profile awards back in October 2011.

You don’t choose the Friday before half term to broadcast good news.

The EEF’s press release featured nine different projects. Maths Mastery was granted a single paragraph.

Over the course of the day, press releases also appeared from academy chain Ark, which originated the Maths Mastery programme, and from the eponymous organisation they set up to run it.

Both seemed rather more positive than was warranted by the outcome of the trials, so I worked through all the published material and wrote a blog post about what I discovered.

There were two principal reports – one focused on two successive Year 1 cohorts; the other on implementation in a single Year 7 cohort, plus a related process evaluation. The outcomes had also been combined through meta-analysis.

According to the EEF’s rating scale, the effect size from the primary school evaluation showed that the average pupil following Maths Mastery would make two months’ more progress than the average pupil in the control group. This fell to one month’s additional progress for the secondary evaluation. The same was true of the meta-analysis. EEF describes all these effect sizes as “low”.

But the effect sizes were qualified by 95 per cent confidence intervals. The toolkit’s technical appendices explain that: “If the confidence interval includes zero, then the effect size would be considered not to have reached conventional statistical significance.”

According to the EEF’s summary report, the lower range of the confidence interval was negative for the primary and secondary evaluations and zero for the two combined. Given this, the assumption would be that none of the three effect sizes is statistically significant.

Yet the EEF, Ark and Maths Mastery press releases all claimed statistical significance for the meta-analysis. How could this be?

It turns out that, whereas the table in the EEF’s project summary shows confidence intervals to two decimal places, the table describing the outcomes of the meta-analysis provides them to three decimal places. So “0.0” becomes “0.004”.

As the full report said: “…the pooled effect size of 0.073 is just significantly different from zero at conventional thresholds.”

Statistical wizardry rescues the outcome from statistical insignificance, but the distinction is marginal.

I was even more disturbed to find Ark claiming that this effect size for one year of Maths Mastery could simply be multiplied to calculate the impact of full immersion: “A two-month gain every primary year and one-month gain every secondary year could see pupils more than one and a half years ahead by age 16 – halving the gap with higher performing jurisdictions.”

The maths is a little iffy, the logic more so.

Fortunately Ark subsequently amended this, though it continues to claim that: “…the data indicates that the programme may have the potential to halve the attainment gap with high performing countries in the Far East.”

I ended my post by showing how these findings might be summarised more accurately, because evidence-based policy demands evidence-based publicity.

All three bodies seem worryingly impervious to this constructive criticism, so perhaps we need a code of practice to control publicity material built upon the outcomes of EEF evaluations.

Asked to respond to this review, Ark said: “We are encouraged by the IoE’s judgement that the extra progress made was statistically significant, but as a long term programme, we are mindful not to overemphasise test results from only one year of our support. We look forward to results of the follow-up studies and to working closely with partner schools to develop our support year-on-year.”

See: Maths Mastery: Evidence versus Spin
By Gifted Phoenix