| Outcome | Sample size | Effect size (95% CI) | Quality | Interpretation of effecta |
|---|---|---|---|---|
| Mean letter-word identification score at approximately 26 months follow up: assessed by Woodcock–Johnson Tests of Achievement III. | 529 | MD 2.10 (−2.25 to 6.45) | Very low | No meaningful effect |
| Mean calculation score at approximately 26 months follow up: assessed by Woodcock–Johnson Tests of Achievement III | 529 | MD −0.30 (−4.22 to 3.62) | Very low | No meaningful effect |
| Mean passage comprehension score at approximately 26 months follow up: assessed by Woodcock–Johnson Tests of Achievement III | 529 | MD −0.20 (−4.33 to 3.93) | Very low | No meaningful effect |
| Mean highest grade level completion at approximately 26 months follow up: self-report | 529 | MD 0.00 (−0.19 to 0.19) | Very low | No meaningful effect |
| Mean grade point average at follow up at approximately 26 months follow up: Participants reported their school grades they had received across four core subjects during their previous full semester of school. Responses were scored based on a standard 4-point scale, and an overall GPA was computed by taking the average of these. | 529 | MD 0.00 (−0.18 to 0.18) | Very low | No meaningful effect |
| School behaviour score: youths were asked to indicate how often they had had “trouble” completing five tasks during their last full semester of school attendance. School behaviour was then operationalised or defined as the mean of these five items. | 529 | MD −0.02 (−0.25 to 0.21) | Very low | No meaningful effect |
| Achieving high school diploma or general equivalency diploma at approximately 26 months follow up: self-report | 529 | OR 0.79 (0.41 to 1.52) | Very low | Could not differentiate |
No meaningful difference: crosses line of no effect but not line of MID; Could not differentiate: crosses line of no effect and line of MID; May favour: confidence intervals do not cross line of no effect but cross MID; Favours: confidence intervals do not cross line of no effect or MID
From: Interventions to support learning needs for school-aged looked-after children and young people
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