For this reason, it was not possible to collect valid (or any) data on this outcome. Primary school pupils may be suspended or expelled, but the instances of these events are extremely rare. However, this proved not to be possible, as primary schools did not use detention as a means of punishment for poor behaviour, this being more common in post-primary schools. In relation to the other outcome, the team originally intended to collect a class-level measure of behaviour via class detention rates. There was no resource within the study budget for the purchase and administration of independent attainment tests and, for these reasons, it has not been possible to include a reliable measure of educational attainment. Unfortunately, not all schools used this test, and so the team have these data for only around 850 pupils in the sample immediately post test. Principals advised the research team to, instead, collect the results from the Progress in English and Progress in Maths tests that some schools use with their Year 6 children (our cohort in 2013 and at the 12-month follow-up). Unfortunately, therefore, only partial data were available from schools in 2012, with InCAS data available for only approximately 300 pupils in our sample collected in 2012. Moreover, this had an impact on data collection in 2012.
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However, schools raised serious concerns about the reliability of the tests (and not related to this present trial), and these were abandoned the following year, 2013. The evaluation planned to take advantage of this new statutory testing as a convenient means of collecting (directly from schools) literacy and numeracy attainment data for the sample immediately post test (June 2012) and for follow-up data sweeps in June 20 while the children were still in primary school.
#MAXQDA NONPARAMETRIC STATISTICS TRIAL#
With regard to education attainment, and at the start of the trial in 2011, the use of standardised InCAS literacy and numeracy tests became compulsory for children in Years 4–7 in Northern Ireland ( Before this, there was no statutory testing in Northern Ireland primary schools. It was not possible to collect data on two of the secondary outcomes specified in the original protocol: educational attainment and class detentions.