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The Campbell Collaboration promotes positive social change through the production and use of systematic reviews and other evidence synthesis for evidence-based policy and practice.The Campbell Collaboration promotes positive social change through the production and use of systematic reviews and other evidence synthesis for evidence-based policy and practice.
Campbell Collaboration
Home Page News Section
Home Page News Section
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The inaugural GES 2017 in Cape Town was a huge success, with over 1,300 attendees. Now open: expressions of interest to host GES 2021.
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Campbell selects Wiley as our new publisher
We are delighted to announce that Wiley will be the new publisher of the open access Campbell Systematic Reviews journal.
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#WWGS2019 - The special early-bird registration fee is now available for WWGS 2019 in Mexico City, 16-18 October.
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Campbell UK & Ireland summit on youth mental health
This one-day What Works Summit, to be held on 14 May 2019, is hosted by Queen's University Belfast.
Click here for details
Home Page Latest Campbell Evidence
Latest Campbell evidence
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Individualised funding has positive effects on health and social care outcomes - Individualised funding provides personal budgets for people with disabilities, to increase independence and quality of life. The approach has consistently positive effects on overall satisfaction, with some evidence also of improvements in quality of life and sense of security.
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Financial inclusion programmes have very small and inconsistent impacts - A wide range of financial inclusion programmes seek to increase poor people’s access to financial services in low- and middle-income countries. Although some services have positive effects, overall financial inclusion may be no better than comparable alternatives, such as graduation or livelihoods interventions.
Home Page Featured Review
Featured review
Small class sizes for improving student achievement in primary and secondary schools
Authors: Trine Filges, Christoffer Scavenius Sonne-Schmidt, Bjørn Christian Viinholt Nielsen
Reducing class size is seen as a way of improving student performance. But larger class sizes help control education budgets. The evidence suggests at best a small effect on reading achievement. There is a negative, but statistically insignificant, effect on mathematics, so it cannot be ruled out that some children may be adversely affected.
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