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English as an additional language (2011-2024)  \nNovember 2025  \nGermaine Uwimpuhwe, Sungkyung Kang, Akansha Singh, Mohammad Sayari, Nasima Akhter, Tahani Coolen-Maturi and Jochen Einbeck  \nThe Education Endowment Foundation is an independent charity dedicated to breaking the link between family income and education achievement. We support schools, colleges and early years settings to improve teaching and learning for 2 – 19-year-olds through better use of evidence.  \nWe do this by:  \n• Summarising evidence. Reviewing the best available evidence on teaching and learning and presenting in an accessible way.  \n• Finding new evidence. Funding independent evaluations of programmes and approaches that aim to  \nraise the attainment of children and young people from socio-economically disadvantaged backgrounds.  \n• Putting evidence to use. Supporting education practitioners, as well as policymakers and other organisations, to use evidence in ways that improve teaching and learning.  \nWe were set-up in 2011 by the Sutton Trust partnership with Impetus with a founding £125m grant from the Department for Education. In 2022, we were reendowed with an additional £137m from government, allowing us to continue our work until at least 2032.  \nThis project has been co-funded by The Bell Foundation and Unbound Philanthropy.  \nFor more information about the EEF or this report please contact:  \nEducation Endowment Foundation 5th Floor, Millbank Tower  \n21–24 Millbank London SW1P 4QP  \n0207 802 1653  \n[info@eefoundation.org.uk](info@eefoundation.org.uk)  \n[www.educationendowmentfoundation.org.uk](www.educationendowmentfoundation.org.uk)  \nThis work applied the Individual Participant Data meta-analysis approach to assess the overall impact of the Education Endowment Foundation (EEF)-funded educational interventions on the group of pupils with English as an Additional Language, defined based on their time since arrival in the United Kingdom. It was carried out under the umbrella of the Durham Research Methods Centre as a collaborative project spanning researchers within Durham University from the School of Education, Department of Mathematical Sciences, Department of Anthropology, as well as the Teesside University School of Health and Life Sciences, with track records in evaluation of educational interventions, meta-analysis of evidence in education and advanced quantitative methods. We have partnered with the EEF to improve the educational attainment of pupils from disadvantaged backgrounds for more than five years by providing methodological support and translation of evidence to educational stakeholders.  \nFor more information about this report please contact:  \nProfessor Jochen Einbeck (Co-Director, Durham Research Methods Centre) Durham University  \nDepartment of Mathematical Sciences  \nLower Mountjoy Stockton Road  \nDurham  \nDH1 3LE  \n0191 334 3125  \n[jochen.einbeck@durham.ac. uk](jochen.einbeck@durham.ac. uk)  \n[www.dur.ac. uk/researchmethodscentre](www.dur.ac. uk/researchmethodscentre)  \n[www.durham.ac. uk/departments/academic/mathematical-sciences/](www.durham.ac. uk/departments/academic/mathematical-sciences/)  \nTable of contents  \nList of abbreviations ..................................................................................................................... 4  \nExecutive summary...................................................................................................................... 5  \n1. Introduction ......................................................................................................................... 8  \n1.1 Time since arrival (TSA) ............................................................................................................................. 9  \n1.2 Overall impact of the EEF interventions on EAL and its subgroups ............................................................. 10  \n1.3 St","cbCaihD0Fv5DMufm","https://ap.wps.com/l/cbCaihD0Fv5DMufm","pdf",2756725,102,"English","# List of abbreviations\n# Executive summary\n# 1. Introduction\n## 1.1 Time since arrival (TSA)\n## 1.2 Overall impact of the EEF interventions on EAL and its subgroups\n## 1.3 Study objectives\n## 1.4 Research questions (RQs)\n## 1.5 Ethics and data protection\n# 2. Methods\n## 2.1 Inclusion and exclusion criteria\n## 2.2 Robustness and the risk of bias\n## 2.3 Study outcomes\n## 2.4 Generating TSA variable\n## 2.5 Grouping variables\n## 2.6 Simplified IPD meta-analysis model\n## 2.7 Heterogeneity between trials\n# 3. Results and key findings\n## 3.1 Exploratory data analysis\n## 3.2 RQ2.1: Distributio","[{\"question\":\"What is the main method used to assess EEF-funded interventions in this report?\",\"answer\":\"The report applies an Individual Participant Data (IPD) meta-analysis approach.\"},{\"question\":\"How does the study define pupils with English as an Additional Language (EAL)?\",\"answer\":\"EAL is defined based on pupils’ time since arrival in the United Kingdom.\"},{\"question\":\"What kinds of methodological aspects are covered in the Methods section?\",\"answer\":\"The Methods cover inclusion and exclusion criteria, robustness and risk of bias, study outcomes, construction of the TSA variable, grouping variables, the simplified IPD meta-analysis model, and heterogeneity between trials.\"}]","IPD meta-analysis - The impact of EEF-funded trials on the educational attainment of pupils with English as an additional language (2011-2024) - November 2025 | PDF",1792050128,257]