Oppedisano, V., Poet, H, Zhang, M., Dorsett, R., Lord, P and Styles, B 2022. Evaluation of Year 1 of the Tuition Partners Programme: Impact Evaluation Report for Year 11. Evaluation Report: An exploration of impact in Year 11. The Education Endowment Foundation.
| Title | Evaluation of Year 1 of the Tuition Partners Programme: Impact Evaluation Report for Year 11. Evaluation Report: An exploration of impact in Year 11 |
|---|---|
| Authors | Oppedisano, V., Poet, H, Zhang, M., Dorsett, R., Lord, P and Styles, B |
| Type | Project report |
| Abstract | The National Tutoring Programme (NTP) Tuition Partners (TP) programme was designed to provide additional support to schools and teachers to supplement classroom teaching through subsidised, high quality tutoring for pupils from an approved list of tutoring organisations, the Tuition Partners. This evaluation covers the TP programme as delivered in its first year by the Education Endowment Foundation (EEF), from November 2020 to August 2021. Tuition Partners was one arm of the NTP. The NTP aimed to support teachers and schools in providing a sustained response to the Covid-19 pandemic and to provide a longer term contribution to closing the attainment gap between disadvantaged pupils and their peers. The NTP was part of a wider government response to the pandemic, funded by the Department for Education and originally developed by the EEF, Nesta, Impetus, The Sutton Trust, and Teach First, and with the support of the KPMG Foundation. The EEF appointed 33 approved ‘Tuition Partners’ that schools could select from to deliver tuition. Schools could access 15 hours of tutoring per selected pupil (with a minimum of 12 hours being considered a completed block of tuition). Tuition was provided online and/or face-to-face; and was 1:1, or in small groups (1:2 or 1:3); and available in English, maths, science, humanities and modern foreign languages. Tuition was expected to be delivered in schools (before, during and after school), in addition to usual teaching; and in certain circumstances, at home. The programme was targeted at disadvantaged pupils attending state-maintained schools in England, including those eligible for Pupil Premium funding (PP-eligible), Free School Meals (FSM), or those identified by schools as having an equivalent need for support. Participating schools had discretion to identify which of their pupils they felt would most benefit from additional tuition support. Pupils in Years 1–11 were eligible (5–16 years old). The programme aimed to reach 215,000 to 265,000 pupils, across 6,000 state-maintained schools in England, and it was expected that approximately 20,000 tutors would be recruited by Tuition Partners. The TP programme was set up and delivered during the Covid-19 pandemic, requiring continued responsiveness to the challenges faced by schools including restricted attendance, remote teaching, and ongoing widespread staff and pupil absences. During school closures to most pupils from January – March 2021, the EEF approved TPs to deliver online tuition at home, however many schools chose to wait to commence tutoring until schools reopened fully, and therefore started tutoring later than planned. The usual summer exams process for Year 11 pupils could not go ahead as planned in summer 2021, and GCSEs were determined by TAGs instead. This evaluation report covers the analysis on the impact of the TP programme on the maths and English attainment outcomes for Year 11 pupils only. Separate reports relate to analysis on a sample of primary schools and an implementation and process evaluation (IPE). The evaluation findings for the TP programme are brought together in a summary and interpretation report that is available here. This evaluation uses a quasi-experimental design (QED), involving a group of intervention schools that participated in the TP programme, and a group of comparison schools that did not receive the programme. The evaluation relies on a propensity score matching approach to ensure that the intervention and comparison schools are similar to each other in important, observable regards. As pupils who would have received TP in comparison schools were difficult to identify, the evaluation focused on pupils eligible for Pupil Premium and on all pupils, as these groups can be identified in both TP and non-TP schools. The analysis is based on 1,464 secondary schools with a total of 62,024 pupils eligible for Pupil Premium. The evaluation assessed impact in English and maths using Teacher Assessed Grades (TAGs) from 2021. |
| Keywords | Tutoring |
| education | |
| attainment gap | |
| Year | 2022 |
| Publisher | The Education Endowment Foundation |
| Publication dates | |
| Published | 12 Oct 2022 |
| Project | Evaluation of Tuition Partners |
| Funder | Education Endowment Foundation |
| File | File Access Level Open (open metadata and files) |
| Web address (URL) | https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/national-tutoring-programme-ntp-tuition-partners |