Targeted Early Numeracy (TEN): final evaluation report
| Information | |
|---|---|
| Authors | Lucy Snowball, Katelin Sutton, Gillian Sliwka, Martin Hall, Ben Barnes |
| Evaluator company | Centre for Education Statistics and Evaluation |
| Year | 2021 |
| Classification | - |
| Study type | Quasi-experimental |
| Evaluation type | Both process and outcome |
Summary
The evaluation aimed to measure the impact of the Targeted Early Numeracy (TEN) program on student learning outcomes and teacher practice, using administrative school data, principal and educator surveys and interviews with key stakeholders. Evaluators were unable to find evidence of the impact of TEN on numeracy learning outcomes or teacher practice, due to inadequate administrative school data. However, most educators reported increased confidence in teaching numeracy and understanding numeracy teaching practices.
A key lesson learned is to build evaluation into the development stage of interventions so there is access to necessary data to complete a rigorous and reliable outcome evaluation.