the impact of sure start on school performance justine schneider, university of durham, with alan...
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![Page 1: The impact of Sure Start on school performance Justine Schneider, University of Durham, with Alan Ramsay and Shelagh Lowerson, Education, Durham County](https://reader035.vdocuments.net/reader035/viewer/2022062718/56649e695503460f94b664a7/html5/thumbnails/1.jpg)
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
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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
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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.
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IMD scores (high = more disadvantaged)
0
10
20
30
40
50
60
70
Area 1 Area 2 Area 3 Area 4 Allareas
User
Control
*** ***
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Flying Start scales
Significance level of correlation between score and IMD
Speaking and listeningWriting ***Reading ***Language and literacy subject total **Using and applying **Number ***Mathematics subject total **IndependenceRelationshipsPersonal & social development totalStatutory assessment total **Non-statutory assessment total *
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Flying Start scores 1
Area 1
02468
101214
Speak
ing
and
liste
ning
Writ
ing
Readi
ng
Lang
uage
and
litera
cy s
u...
Using
and a
pplyi
ng
Numbe
r
Mat
hemat
ics s
ubje
ct to
tal
Inde
pende
nce
Relat
ionsh
ips
Perso
nal a
nd so
cial d
ev...
User
Control
*
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Flying Start scores 2
** **
*
Area 2
02468
10121416
User
Control
** **
*
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Four areas compared (1)
Statutory assessment totals
05
10152025303540
1 2 3 4
Sure Start
Control
*
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Four areas compared (2)
Non-statutory assessment totals
0
2
4
6
8
10
12
14
1 2 3 4
Sure Start
Control
*
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Implications
• We found that we also had to look at the differences associated with coming from certain areas/programmes.
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Sure Start inputs
0
10
20
30
40
50
60
70
80
0 1-10 11-20 21-30 31-40 41-50 51-60 61-70 71-80 81-90 91-100
Number of attendances
Nu
mb
er o
f fam
ilies
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Sure Start targets
• ised – Improving social and emotional development
• ih – improving health
• ial – improving ability to learn
• sfc – strengthening families and communities
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Child’s attendance
ised ih ial sfc
Ante-natal clinic X X
Bookstart X
Christmas party X
Parent & toddler group X
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Mother’s attendance
ised ih ial sfc
Smoking cessation X
Post-natal visits X
Computer literacy X
Toy library X
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Sure Start inputs for 125 families
Target of activities Mean Sum
Child Improving social & emotional development 2.95 366
Improving health 3.11 386
Improving ability to learn 7.56 938
Strengthening families and communities 1.16 144
Mother Improving social & emotional development 1.64 203
Improving health 4.52 561
Improving ability to learn 1.24 154
Strengthening families and communities 2.22 275
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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.
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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.
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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).
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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).
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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.
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Conclusion
• These findings lend support to a positive impact from Sure Start.
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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.