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Findings include supporting analyses, discussion of interpretation, and a range of annexed robustness and sensitivity checks, including parallel trends tests and matching assessments.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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evaluation focusing on for the English Hubs Programme phonics support?","Question",{"text":62,"@type":63},"The report evaluates the programme’s impact on phonics teaching and related early language and reading for pleasure, with attention to pupils making the slowest progress in reading.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the report address selection bias in the study design?",{"text":67,"@type":63},"It uses school filtering and matching-related approaches within a quasi-experimental design framework to mitigate selection bias, supported by robustness and parallel trends testing.",{"name":69,"@type":60,"acceptedAnswer":70},"What comparison approach does the report use to estimate impact?",{"text":71,"@type":63},"Impact is analysed by cohort and over time using comparison methods such as difference-in-differences and supporting analyses, with additional checks including synthetic control and matching assessments.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},587971,1792063945,{"code":4,"msg":81,"data":82},"success",{"doc_id":78,"user_id":83,"nickname":42,"user_avatar":84,"doc_module":4,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":91,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":79,"read_time":96,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8",8,"English Hubs Programme phonics impact evaluation 2019 to 2025  \nResearch report  \nFebruary 2026  \nAuthors: James Trippett and Chris Dixon  \nContents  \nList of figures 3  \nList of tables 4  \nAcknowledgements 5  \nExecutive Summary 6  \nIntroduction 6  \nMethods 6  \nKey Findings 7  \nDiscussion 8  \nIntroduction 10  \nAbout the English Hubs Programme 10  \nPhonics pedagogy and assessment 12  \nImpact evaluation objectives and scope 13  \nMethods 15  \nImpact evaluation design 15  \nSchool filtering 16  \nMitigating selection bias 17  \nAnalysis by cohort 18  \nComparison with other interventions 19  \nResults 20  \nSupporting analysis 20  \nImpact by cohort 24  \nImpact by time since support start 29  \nDiscussion 33  \nInterpretation 34  \nStrengths and limitations 43  \nConclusion 48  \nReferences 51  \nAnnex A: Detailed methods 54  \nIntroduction to quasi-experimental design methods 54  \nApplication of methods to English Hubs Programme 55  \nAnnex B: Further supporting analysis 60  \nCharacteristics of partner schools and pupil populations 60  \nDistribution of school phonics screening check results over time 63  \nAnnex C: Parallel trends tests 65  \nFirst cohort (wave 1) 65  \nFifth cohort (AY 23/24) 66 Sixth cohort (AY 24/25) 68  \nAnnex D: Matching assessments 69  \nAnnex E: Impact estimates using Phonics Screening Check score 72  \nMethods 72  \nResults 73  \nDiscussion 74  \nAnnex F: Robustness checks 76  \nAnnex G: Effect of methods change 77  \nAnnex H: Criteria for hubs’ selection of partner schools 78  \nList of figures  \nFigure 1: School PSC results over time for partner and non-partner schools 21  \nFigure 2: School PSC results over time for partner and non-partner schools by cohort 22  \nFigure 3: Impact estimates by cohort 25  \nFigure 4: School PSC results over time for wave 1 and comparison groups 27  \nFigure 5: Pupil PSC results over time for AY 23/24 cohort and comparison group after matching 28  \nFigure 6: School PSC results over time for AY 24/25 cohort and comparison group after matching 29  \nFigure 7: Impact over time on partner schools in AY 23/24 cohort 30  \nFigure 8: Estimated impact over time on partner schools in wave 1 cohort 31  \nFigure 9: School distribution of phonics screening check results – wave 1 cohort 63 Figure 10: School distribution of phonics screening check results – AY 23/24 cohort 64 Figure 11: School-level difference-in-differences impact estimates by year – wave 1 cohort 65  \nFigure 12: Pupil-level difference-in-differences impact estimates by year – wave 1 cohort  \n65  \nFigure 13: School-level difference-in-differences impact estimates by year – AY23/24 cohort 66  \nFigure 14: Pupil-level difference-in-differences impact estimates by year – AY 23/24 cohort 67  \nFigure 15: School-level difference-in-differences impact estimates by year – AY24/25 cohort 68  \nFigure 16: Pupil-level difference-in-differences impact estimates by year – AY 24/25 cohort 68  \nFigure 17: Wave 1 synthetic control weight distribution 71  \nFigure 18: Mean PSC score impact estimates by cohort 73  \nList of tables  \nTable 1: Maximum number of Literacy Specialist days offered to partner schools, yearly equivalent ........................................................................................................................ 12  \nTable 2: English Hubs programme cohort sizes .............................................................. 12  \nTable 3: School and pupil numbers before and after filtering and matching ....................23  \nTable 4: Impact estimates by cohort ................................................................................25  \nTable 5: Impact over time on partner schools in AY 23/24 cohort....................................30  \nTable 6: Estimated impact over time on partner schools in wave 1 cohort ......................31  \nTable 7: Impact estimate results summary ......................................................................38  \nTable 8: List of control characteristics ........................................","cbCaipaAbTMwPpvv","https://ap.wps.com/l/cbCaipaAbTMwPpvv","pdf",1132436,80,"English","# Executive Summary\n# Introduction\n## About the English Hubs Programme\n## Phonics pedagogy and assessment\n# Methods\n## Impact evaluation design\n## School filtering\n## Mitigating selection bias\n# Key Findings\n## Results\n## Impact by cohort\n## Impact by time since support start\n# Discussion\n## Interpretation\n## Strengths and limitations\n# Conclusion\n# References\n# Annex A: Detailed methods\n# Annex B: Further supporting analysis\n# Annex C: Parallel trends tests\n# Annex D: Matching assessments\n# Annex E: Impact estimates using Phonics Screening Check score\n# Annex F: Robustness checks\n# Annex G: Effect of methods change\n# Annex H: Criteria for hubs’ selection of partner schools","[{\"question\":\"What is the evaluation focusing on for the English Hubs Programme phonics support?\",\"answer\":\"The report evaluates the programme’s impact on 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