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The impact of Sure Start on school performance

The impact of Sure Start on school performance. Justine Schneider, University of Durham, with Alan Ramsay and Shelagh Lowerson, Education, Durham County Council o n behalf of Durham University Centre for Applied Social Research Sure Start Research Team. Aims of the analysis.

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The impact of Sure Start on school performance

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  1. The impact of Sure Start on school performance Justine Schneider, University of Durham, with Alan Ramsay and Shelagh Lowerson, Education, Durham County Council on behalf of Durham University Centre for Applied Social Research Sure Start Research Team

  2. Aims of the analysis • To investigate whether Sure Start made any difference when a child started school. • To do this, we had to allow for differences in: • Age • Gender • Social backgrounds

  3. Methods • We compared Sure Start ‘graduates’ to their classmates who did not use the local programme, but were eligible to do so. • We controlled for age, gender and social background (IMD) using multiple linear regression analysis. • In this way we explored the impact of Sure Start use on Flying Start summary scores.

  4. IMD scores (high = more disadvantaged) *** ***

  5. Flying Start scales Significance level of correlation between score and IMD Speaking and listening Writing *** Reading *** Language and literacy subject total ** Using and applying ** Number *** Mathematics subject total ** Independence Relationships Personal & social development total Statutory assessment total ** Non-statutory assessment total *

  6. Flying Start scores 1 *

  7. Flying Start scores 2 * * ** ** ** **

  8. Four areas compared (1) *

  9. Four areas compared (2) *

  10. Implications • We found that we also had to look at the differences associated with coming from certain areas/programmes.

  11. Sure Start inputs

  12. Sure Start targets • ised – Improving social and emotional development • ih – improving health • ial – improving ability to learn • sfc – strengthening families and communities

  13. Child’s attendance

  14. Mother’s attendance

  15. Sure Start inputs for 125 families

  16. Findings 1 • Age, gender, the index of social disadvantage for the ward in which the child lives and the Sure Start area from which they come all affected the summary scores on Flying Start assessments.

  17. Findings 2 • Children from some areas did worse at school, which could be due to selection into programmes of children with special needs. • Thus, comparisons of average outcomes for intervention versus control groups across the four areas are not valid; progress over time at the level of the individual would be a better measure.

  18. Findings 3 • Controlling for age, gender, area and IMD, mothers’ participation in education and community activities through Sure Start predicted higher ‘statutory’ scores for their children (language and literature, numeracy and personal and social development).

  19. Findings 4 • Again controlling for key variables, children’s use of Sure Start’s creative and social facilities was associated with higher ‘non-statutory’ scores (knowledge and understanding of the world, physical and creative development).

  20. Caveats • Teachers rate Flying Start, which could introduce some bias. • Robust measurement of inputs relies on programmes using the database. • Missing cases make the results less reliable.

  21. Conclusion • These findings lend support to a positive impact from Sure Start.

  22. Acknowledgements • The researchers wish to thank the programme staff who supplied data for these analyses. • The analyses would not have been possible without the assistance of DCC Education Performance review section.

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