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IPD Meta-Analysis: The Impact of EEF-Funded Trials on the Educational Attainment of Pupils with English as an Additional Language (2011-2024)

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Title: IPD Meta-Analysis: The Impact of EEF-Funded Trials on the Educational Attainment of Pupils with English as an Additional Language (2011-2024)
Language: English
Authors: Germaine Uwimpuhwe, Sungkyung Kang, Akansha Singh, Mohammad Sayari, Nasima Akhter, Tahani Coolen-Maturi, Jochen Einbeck, Education Endowment Foundation (EEF) (United Kingdom), Durham University (United Kingdom)
Source: Education Endowment Foundation. 2025.
Availability: Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Peer Reviewed: Y
Page Count: 102
Publication Date: 2025
Sponsoring Agency: Unbound Philanthropy
Document Type: Reports - Research
Numerical/Quantitative Data
Education Level: Elementary Secondary Education
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Mathematics Achievement, Literacy, Academic Achievement, Immigrants, Student Characteristics, Enrollment, Time Factors (Learning), Elementary Secondary Education, Intervention, Private Financial Support, Achievement Gap, Educational Research
Geographic Terms: United Kingdom
Abstract: This study examines the pooled effects of Education Endowment Foundation (EEF)-funded trials on literacy and mathematics attainment outcomes for pupils with English as an Additional Language (EAL), focusing on their time since arrival (TSA) into the United Kingdom (UK) schooling system. In general, EAL pupils are a highly diverse group, and as noted by Hutchinson (2018), their educational attainment often depends on how long they have been in the UK schooling system. Pupils with lower values of TSA, meaning they entered the system more recently, tend to have lower baseline attainment (Hutchinson, 2018), particularly in English. Research by Strand and Lindorff (2020, 2021) and Demie (2018) also found that English proficiency and attainment scores are strongly influenced by the time pupils have spent in the schooling system. Late arrival EAL pupils often face significant challenges due to limited exposure to both the curriculum and the English language. These challenges are more pronounced in literacy outcomes, as mathematics relies less on language proficiency. Using the EEF data archive, the research objectives of this study were to examine the overall pooled effects of both mathematics and literacy EEF-funded trials on EAL pupil attainment, the differential effects between EAL and non-EAL pupils, and to understand how EAL pupil attainment impacts varied depending on the pupil's time of arrival in the UK education system. [This project was co-funded by The Bell Foundation.]
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED677298
Database: ERIC
FullText Text:
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  Data: IPD Meta-Analysis: The Impact of EEF-Funded Trials on the Educational Attainment of Pupils with English as an Additional Language (2011-2024)
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  Data: <searchLink fieldCode="AR" term="%22Germaine+Uwimpuhwe%22">Germaine Uwimpuhwe</searchLink><br /><searchLink fieldCode="AR" term="%22Sungkyung+Kang%22">Sungkyung Kang</searchLink><br /><searchLink fieldCode="AR" term="%22Akansha+Singh%22">Akansha Singh</searchLink><br /><searchLink fieldCode="AR" term="%22Mohammad+Sayari%22">Mohammad Sayari</searchLink><br /><searchLink fieldCode="AR" term="%22Nasima+Akhter%22">Nasima Akhter</searchLink><br /><searchLink fieldCode="AR" term="%22Tahani+Coolen-Maturi%22">Tahani Coolen-Maturi</searchLink><br /><searchLink fieldCode="AR" term="%22Jochen+Einbeck%22">Jochen Einbeck</searchLink><br /><searchLink fieldCode="AR" term="%22Education+Endowment+Foundation+%28EEF%29+%28United+Kingdom%29%22">Education Endowment Foundation (EEF) (United Kingdom)</searchLink><br /><searchLink fieldCode="AR" term="%22Durham+University+%28United+Kingdom%29%22">Durham University (United Kingdom)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+Endowment+Foundation%22"><i>Education Endowment Foundation</i></searchLink>. 2025.
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  Data: Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
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  Data: This study examines the pooled effects of Education Endowment Foundation (EEF)-funded trials on literacy and mathematics attainment outcomes for pupils with English as an Additional Language (EAL), focusing on their time since arrival (TSA) into the United Kingdom (UK) schooling system. In general, EAL pupils are a highly diverse group, and as noted by Hutchinson (2018), their educational attainment often depends on how long they have been in the UK schooling system. Pupils with lower values of TSA, meaning they entered the system more recently, tend to have lower baseline attainment (Hutchinson, 2018), particularly in English. Research by Strand and Lindorff (2020, 2021) and Demie (2018) also found that English proficiency and attainment scores are strongly influenced by the time pupils have spent in the schooling system. Late arrival EAL pupils often face significant challenges due to limited exposure to both the curriculum and the English language. These challenges are more pronounced in literacy outcomes, as mathematics relies less on language proficiency. Using the EEF data archive, the research objectives of this study were to examine the overall pooled effects of both mathematics and literacy EEF-funded trials on EAL pupil attainment, the differential effects between EAL and non-EAL pupils, and to understand how EAL pupil attainment impacts varied depending on the pupil's time of arrival in the UK education system. [This project was co-funded by The Bell Foundation.]
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        PageCount: 102
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Literacy
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Immigrants
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Enrollment
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      – SubjectFull: Time Factors (Learning)
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Intervention
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      – SubjectFull: Achievement Gap
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      – SubjectFull: Educational Research
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      – SubjectFull: United Kingdom
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      – TitleFull: IPD Meta-Analysis: The Impact of EEF-Funded Trials on the Educational Attainment of Pupils with English as an Additional Language (2011-2024)
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