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ANNEX B: EMA EVALUATION AND RESEARCH
1. Research studies into the EMA throw the effectiveness of the scheme into doubt as it seems clear that for large proportion of students the EMA did not have an impact on their decision to stay on. Although consideration of the different strands of research show a number of positive aspects to the EMA, particularly around improving attainment and retention, there are some important messages coming through about the wider value of the scheme and how well it meets its original objectives.
2. The original EMA pilots demonstrated that there was a positive impact on participation and retention in schools in the pilot areas. There was also evidence that there was an increase in attainment amongst the EMA group.
3. The Scottish Government publish an annual statistical analysis of the EMA3 which shows how many young people have received an EMA, how much their weekly payment is and how many have achieved bonus payments. The statistics publication for 2006-07 4 demonstrated that 41% of all 16 year olds received an EMA. This raises the question as to whether its intended purpose can truly be achieved if such a high number of young people are in receipt of the EMA.
4. Government analysts are currently looking at linking this data into our wider statistical collections from schools so that EMA data can more effectively be matched to attainment.
5. A research report entitled Young People's Awareness and Experience of EMAs and their Impact of Choices and Pathways5 was published in July 2007. The aim of the research was to gather young people's awareness and experience of the EMA and to assess the impact of EMA on young people's choices and pathways, in particular to assess whether the EMA encouraged those young people in need of more choices and more chances to remain in formal learning.
6. In the report, a number of positive effects were identified, including the improvement in the attendance and punctuality of some young people, increased retention in colleges, increased personal responsibility of young people and important financial support for college students. The statistical research into the pilots, which were limited to allowances to those from lowest income families, also found evidence that participation in post-compulsory education from low-income groups improved. In addition, the EMA has been generally well received by schools and colleges who have anecdotally reported improvements in student performance as a result of the scheme.
7. While there are a number of positives, the research study found that the majority of EMA recipients were studying highers and had planned to stay on at school regardless of the financial allowance. It found that the EMA was not an influential factor for the majority of young people in the study. This echoed the findings of an earlier English study, Reflections of early leavers and second year participants on the EMA scheme (2003) 6. One of the main findings of this work was that for young people who have left Education, the EMA had not generally been a consideration when they were deciding to leave.
8. In addition, there was limited evidence to support the assertion that the EMA scheme is having a positive and direct impact on our most vulnerable young people across Scotland requiring more choices and more chances. However, both of these qualitative studies found that for a relatively small number of young people who were undecided as to what to do with post-compulsory education, the EMA encouraged them to stay on.
9. Another recent research report from the Learning and Skills Council ( LSC) in England Evaluation of the EMA National Roll-out (2007) 7 which surveyed recipients and providers, echoed the findings of the previous qualitative research. It was found that the majority would have stayed in learning without the EMA. When this percentage is extrapolated nationally, the numbers are not insignificant - it is estimated that over 18,500 young people were retained in learning in 2004/05. However, this effect was strongly linked with the amount of EMA payment, with those in the lower bands (£10 and £20) being only half as likely as those in the highest payment band (£30) to say they wouldn't have continued without it. A clear message from the research was that the £10 award particularly seems to have had little impact upon participation rates.
10. The report also found that two thirds of respondents said that the EMA bonus made them work harder and the same proportion said that they attended more lessons because of the EMA attendance rule. These findings echo some of the positive points from the Scottish research.
11. Overall then, consideration of the different strands of research shows a number of positive aspects of the EMA particularly around improving attainment and retention. The research studies do throw the overall effectiveness of the scheme into doubt though as it seems clear that for a large proportion of students, the EMA did not have an impact on their decision to stay on. This suggests that the EMA is not delivering on its fundamental aim.
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