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Sample on invented data
Spain, cultural · trip report
PE5 · October · 5 days · Age 13–14 · 42 students travelling
Measured with Enrichmark · enrichmark.com
Illustrative data. No student data is collected.
Printed 2026-10-20. Page numbers and this document's name repeat in the margins where the browser prints them (Chrome and Edge).
Sample school report
Sample trip report

Spain, cultural

PE5 · October · 5 days · Age 13–14 · 42 students travelling
A sample on invented data. Riverside High School, its tour operators and its students are fictional.

What changed on this trip?

Across 36 students who answered both before and after the Spain, cultural trip, reported outcomes moved +0.12 points further than 24 students not travelling over the same weeks, on the four-point scale. Outcomes moved furthest relative to students not travelling in agency and self-management, though not clearly separated from social connection and belonging. Whether it lasted is not yet known; the follow-up wave has not closed. Results varied between students. Students not travelling were not randomly assigned, so this does not prove the trip caused the change.

Largest difference
Agency and self-management
+0.25 points more than students not travelling, across 36 travelling students against 24 not travelling. Not clearly separated from social connection and belonging.
Difference that lasted
Not yet
Appears once the follow-up wave closes with ten or more matched students.
Priority for improvement
Group and Transitions
Group was relatively weak, at 3.0 across 39 students against a platform median of 3.4.
01

What changed for students?

  • Learning and educational value
    Matched 36 / 24
    Change just after+0.05−0.11 to +0.20
  • Agency and self-management
    Matched 36 / 24
    Change just after+0.25+0.06 to +0.44
  • Social connection and belonging
    Matched 36 / 24
    Change just after+0.20+0.05 to +0.35
  • Perspective and accomplishment
    Matched 36 / 24
    Change just after−0.05−0.24 to +0.14
  • Overall
    Matched 36 / 24
    Change just after+0.12+0.03 to +0.22
  • Changes are in points on the four-point scale, with the 95% interval under each, for students who answered before and at that wave. Matched is their number for each change column, travelling against not travelling. Change is measured against students not travelling over the same weeks. The 4 weeks after column appears when that wave closes.
Before and after means per outcome domain on the one to 4 scale.1Strongly disagree234Strongly agreeLearning and educational valueAgency and self-managementSocial connection and belongingPerspective and accomplishmentBeforeJust after

Grey dot: before. Coloured dot: just after. Both are means over everyone who answered that wave. Change against students not travelling is in the table above.

Learning and educational valuebefore · after
Agency and self-managementbefore · after
Social connection and belongingbefore · after
Perspective and accomplishmentbefore · after

How answers were spread, light to dark from strongly disagree to strongly agree.

02

What changed on each question?

Single questions vary more than the domain scores above.

  • Learning and educational value
  • I want to learn more about new places and ideas. C01
    Up · same · down 9 · 18 · 9
    Change just after0.00−0.24 to +0.24
  • I listen well when I learn about new places or ideas. C02
    Up · same · down 13 · 18 · 5
    Change just after+0.28+0.01 to +0.54
  • I ask questions when I want to know more. C13
    Up · same · down 11 · 18 · 7
    Change just after+0.11−0.13 to +0.35
  • I can see how what I learn links to everyday life. C03
    Up · same · down 8 · 24 · 4
    Change just after+0.14−0.08 to +0.35
  • I can explain what I have learned to someone else. C04
    Up · same · down 14 · 15 · 7
    Change just after+0.22−0.05 to +0.49
  • I use what I learn in one place when I am somewhere else. C14
    Up · same · down 14 · 20 · 2
    Change just after+0.33+0.14 to +0.53
  • Agency and self-management
  • I can cope when things are new to me. C05
    Up · same · down 12 · 18 · 6
    Change just after+0.19−0.06 to +0.45
  • When something is hard, I can work out what to do next. C06
    Up · same · down 13 · 20 · 3
    Change just after+0.33+0.09 to +0.58
  • If I keep trying, I can do most things. C15
    Up · same · down 13 · 15 · 8
    Change just after+0.17−0.11 to +0.44
  • I do my jobs without an adult reminding me. C07
    Up · same · down 16 · 17 · 3
    Change just after+0.39+0.16 to +0.62
  • I get on with a task even when no one is watching. C16
    Up · same · down 17 · 10 · 9
    Change just after+0.28−0.03 to +0.59
  • I can stay calm and wait when things take time. C17
    Up · same · down 11 · 21 · 4
    Change just after+0.19−0.02 to +0.41
  • Social connection and belonging
  • I feel that I belong in this class or group. C08
    Up · same · down 11 · 20 · 5
    Change just after+0.19−0.05 to +0.43
  • I can work well with classmates I would not usually pick. C09
    Up · same · down 8 · 21 · 7
    Change just after+0.11−0.17 to +0.39
  • There are people in my class I can count on. C18
    Up · same · down 9 · 22 · 5
    Change just after+0.14−0.13 to +0.41
  • I try to understand people whose lives are different from mine. C10
    Up · same · down 6 · 22 · 8
    Change just after−0.03−0.26 to +0.21
  • I listen to people even when I do not agree with them. C19
    Up · same · down 17 · 16 · 3
    Change just after+0.42+0.18 to +0.65
  • Perspective and accomplishment
  • I think about how what I do affects other people and the world. C11
    Up · same · down 9 · 17 · 10
    Change just after0.00−0.30 to +0.30
  • I feel proud when I get better at something hard. C12
    Up · same · down 6 · 21 · 9
    Change just after−0.11−0.35 to +0.13
  • I feel good about myself most of the time. C20
    Up · same · down 7 · 21 · 8
    Change just after−0.08−0.34 to +0.18
  • I keep going with something until I have got it done. C21
    Up · same · down 5 · 24 · 7
    Change just after−0.06−0.25 to +0.14
  • Changes are in points on the four-point scale, with the 95% interval under each, for students who answered the question before and at that wave: 36 just after. Up, same and down count them just after, by whole points. Each wave's means are in the section above, over everyone who answered it.
  • These are the travelling students' own changes, before any comparison with students not travelling.
03

Did the change last?

The follow-up wave is open now. This appears when it closes.

04

How many students improved, and who did not?

Most students scored higher: of 36 students who answered both waves, 72% scored higher after the trip, 8% the same and 19% lower. Counting only movement larger than measurement error, 25% improved and 6% declined.

Share of matched students who scored higher, the same or lower after the trip, per domain: Learning and educational value 67 per cent higher, 11 the same, 22 lower; Agency and self-management 67 per cent higher, 11 the same, 22 lower; Social connection and belonging 56 per cent higher, 17 the same, 28 lower; Perspective and accomplishment 28 per cent higher, 31 the same, 42 lower; Overall 72 per cent higher, 8 the same, 19 lower.Scored lowerScored higherLearning and educational value22%67%11% the sameAgency and self-management22%67%11% the sameSocial connection and belonging28%56%17% the samePerspective and accomplishment42%28%31% the sameOverall19%72%8% the same

Share of students whose score fell (left) or rose (right) after the trip, counting any movement; the share that stayed the same is beside each row. Students who answered both waves: learning and educational value 36, agency and self-management 36, social connection and belonging 36, perspective and accomplishment 36, overall 36.

Learning and educational value
Distribution of change per student for Learning and educational value: -2 to -1.5, 0 per cent; -1.5 to -1, 0 per cent; -1 to -0.5, 0 per cent; -0.5 to 0, 22 per cent; 0 to 0.5, 50 per cent; 0.5 to 1, 28 per cent; 1 to 1.5, 0 per cent; 1.5 to 2, 0 per cent.−20+2
Median +0.17 · beyond measurement error: 0% up, 0% down · 0% already at the top before the trip
Agency and self-management
Distribution of change per student for Agency and self-management: -2 to -1.5, 0 per cent; -1.5 to -1, 0 per cent; -1 to -0.5, 3 per cent; -0.5 to 0, 19 per cent; 0 to 0.5, 39 per cent; 0.5 to 1, 31 per cent; 1 to 1.5, 8 per cent; 1.5 to 2, 0 per cent.−20+2
Median +0.25 · beyond measurement error: 25% up, 3% down · 0% already at the top before the trip
Social connection and belonging
Distribution of change per student for Social connection and belonging: -2 to -1.5, 0 per cent; -1.5 to -1, 0 per cent; -1 to -0.5, 3 per cent; -0.5 to 0, 25 per cent; 0 to 0.5, 50 per cent; 0.5 to 1, 22 per cent; 1 to 1.5, 0 per cent; 1.5 to 2, 0 per cent.−20+2
Median +0.20 · beyond measurement error: 8% up, 0% down · 6% already at the top before the trip
Perspective and accomplishment
Distribution of change per student for Perspective and accomplishment: -2 to -1.5, 0 per cent; -1.5 to -1, 0 per cent; -1 to -0.5, 8 per cent; -0.5 to 0, 33 per cent; 0 to 0.5, 42 per cent; 0.5 to 1, 17 per cent; 1 to 1.5, 0 per cent; 1.5 to 2, 0 per cent.−20+2
Median 0.00 · beyond measurement error: 6% up, 8% down · 17% already at the top before the trip
Overall
Distribution of change per student for Overall: -2 to -1.5, 0 per cent; -1.5 to -1, 0 per cent; -1 to -0.5, 0 per cent; -0.5 to 0, 19 per cent; 0 to 0.5, 69 per cent; 0.5 to 1, 11 per cent; 1 to 1.5, 0 per cent; 1.5 to 2, 0 per cent.−20+2
Median +0.17 · beyond measurement error: 25% up, 6% down · 0% already at the top before the trip

Half-point steps from −2 to +2; the black tick is the median. A student already at the top of the scale cannot register a gain.

05

Did change exceed that of students not travelling?

On students who answered both waves, the difference in change between Spain, cultural and students awaiting the Ski, Austria trip was +0.12 points overall, 36 against 24.

Mean core score at Before, Days after, 4 weeks after for Spain, cultural against Ski, Austria students not yet travelling.2.52.753.03.253.5TripBeforeDays after4 weeks afterSpain, culturalSki, Austria, not yet travelled

Axis 2.5 to 3.5 of the 1 to 4 scale.

  • Everyone who answered at each wave: Spain, cultural 39, Ski, Austria 25. Both groups answered the same items on the same dates; students were not randomly assigned.
  • 95% interval for the difference +0.03 to +0.22.
06

How well was the experience designed?

Reflection, Autonomy and Novelty had the lowest ratings on this trip.

Experience quality per dimension on the one to 4 scale: Preparation 3.0, 39 students; Novelty 2.9, 39 students; Challenge 3.2, 39 students; Autonomy 2.9, 39 students; Educator 3.3, 39 students; Reflection 2.6, 39 students; Group 3.0, 39 students; Transitions 3.1, 39 students.1234Preparation3.0Novelty2.9Challenge3.2Autonomy2.9Educator3.3Reflection2.6Group3.0Transitions3.1

How the trip was run, rated by 39 students, days after the trip. Shared with the operator. The priorities below compare each dimension with the platform median where there is one, so a dimension rated low here can still be ahead of other trips.

92%agreed they enjoyed the trip, of 39 students, rating “Overall, I enjoyed the trip.” Enjoyment is not part of any score.

Every question, as students read it

  • PreparationBefore we left, I knew what we would be doing and why.
    Mean3.0
    Students39
  • NoveltySomeone explained the new parts of the trip before they happened.
    Mean2.9
    Students39
  • ChallengeThe activities made me try hard, but they were not too hard.
    Mean3.2
    Students39
  • AutonomyThere were times when we made real choices ourselves.
    Mean2.9
    Students39
  • EducatorThe adults in charge explained things clearly and listened to us.
    Mean3.3
    Students39
  • ReflectionWe had time to think or talk about what we had done.
    Mean2.6
    Students39
  • GroupI worked in small groups where everyone took part.
    Mean3.0
    Students39
  • TransitionsMoving from one place to the next was calm and well organised.
    Mean3.1
    Students39
07

Priorities for the next cultural and language trip

  1. 1
    Design small-group tasks where everyone has a part.
    Group was relatively weak, at 3.0 across 39 students against a platform median of 3.4.
  2. 2
    Plan calmer, better-organised moves between activities and places.
    Transitions was relatively weak, at 3.1 across 39 students against a platform median of 3.3.
  3. 3
    Prepare students for what the trip will involve before departure.
    Preparation was relatively weak, at 3.0 across 39 students against a platform median of 3.1.

Keep what is working: autonomy, reflection. Autonomy 2.9 against a platform median of 2.7, Reflection 2.6 against a platform median of 2.4.

  • Set by fixed rules from the experience scores.
08

Who benefited: change by starting level

Score before the tripStudentsChangeNot travelling
Below 2.6711+0.22withheld
2.67 to below 3.2412+0.09withheld
3.24 and above13+0.16withheld

By sex, where the school recorded it

GroupStudentsStarted atChange
Female173.04+0.13
Malewithheld—withheld
Otherfewer than ten—withheld
  • Bands by score before the trip, split into thirds. Where many students share a score the bands are unequal, or one is empty; each is named by the scores it covers. Students who start low tend to rise and students who start high tend to fall whatever happens. Compare each band with students not travelling: a real difference is a gap between the two columns.
  • 95% intervals: below 2.67 +0.03 to +0.40; 2.67 to below 3.24 −0.07 to +0.25; 3.24 and above +0.01 to +0.30.
  • Sex was recorded for 31 of these 36 students. 95% intervals: female −0.01 to +0.26.
09

Data quality

Response shares: Before · complete 93 per cent, Days after · complete 93 per cent, 4 weeks after · open now 52 per cent.
  • 39 of 42
    Before · complete
  • 39 of 42
    Days after · complete
  • 22 of 42
    4 weeks after · open now
Students travelling
42
Answered before and days after
36
Answered before and 4 weeks after
21
Wave open now
Same answer to every item
5%
before 0%, days after 0%, 4 weeks after 5%. The highest wave is shown.
  • Every figure is what students say about themselves. Definitions are on the methods page.
10

The statistics

Change against students not travelling

Spain, cultural students moved further than Ski, Austria students not yet travelling on two of the four outcome domains, over the same weeks.

On the two remaining domains there was no clear change. With 36 students matched against 24, this trip can pick up moderate differences but not small ones: a real change smaller than g = 0.32 would probably not show here.

  • Learning and educational value. Points up, but this group is too small to tell it apart from normal variation.
  • Agency and self-management. Moved up further than students not travelling. Clear enough to report.
  • Social connection and belonging. Moved up further than students not travelling. Clear enough to report.
  • Perspective and accomplishment. Points down, but this group is too small to tell it apart from normal variation.
Effect sizes

Hedges' g with 95% intervals, difference in change against the comparison group, for students who answered both waves.

Effect estimates with 95 per cent intervals. Overall: +0.25, interval +0.05 to +0.44; Learning and educational value: +0.09, interval −0.19 to +0.36, crosses zero; Agency and self-management: +0.50, interval +0.13 to +0.86; Social connection and belonging: +0.37, interval +0.08 to +0.65; Perspective and accomplishment: −0.10, interval −0.45 to +0.26, crosses zero.−1.00−0.500+0.50+1.00Shaded: too small for this group to detectOverall+0.25 g · +0.05 to +0.44 · n 36 / 24Learning and educational value+0.09 g · −0.19 to +0.36 · n 36 / 24Agency and self-management+0.50 g · +0.13 to +0.86 · n 36 / 24Social connection and belonging+0.37 g · +0.08 to +0.65 · n 36 / 24Perspective and accomplishment−0.10 g · −0.45 to +0.26 · n 36 / 24

Dot: estimated change. Line: the 95% interval. Shaded band: changes smaller than this group could detect; a grey dot sits inside its band.

  • Overall
    Points+0.12
    95% interval+0.03 to +0.22
    g+0.25
    95% interval+0.05 to +0.44
    Cliff’s δ+0.35 medium
    Matched n36 / 24
    Smallest detectableg ≥ 0.32
  • Learning and educational value
    Points+0.05
    95% interval−0.11 to +0.20
    g+0.09
    95% interval−0.19 to +0.36
    Cliff’s δ+0.10 negligible
    Matched n36 / 24
    Smallest detectableg ≥ 0.39
  • Agency and self-management
    Points+0.25
    95% interval+0.06 to +0.44
    g+0.50
    95% interval+0.13 to +0.86
    Cliff’s δ+0.34 medium
    Matched n36 / 24
    Smallest detectableg ≥ 0.58
  • Social connection and belonging
    Points+0.20
    95% interval+0.05 to +0.35
    g+0.37
    95% interval+0.08 to +0.65
    Cliff’s δ+0.32 small
    Matched n36 / 24
    Smallest detectableg ≥ 0.45
  • Perspective and accomplishment
    Points−0.05
    95% interval−0.24 to +0.14
    g−0.10
    95% interval−0.45 to +0.26
    Cliff’s δ−0.13 negligible
    Matched n36 / 24
    Smallest detectableg ≥ 0.54

Where an interval excludes zero, the change is larger than this group's normal variation. Where it includes zero, the change is unresolved. An interval lying wholly within ±0.10 is read as no change worth reporting, or, where it also excludes zero, as a change too small to matter. Cliff’s δ is the chance a travelling student’s change beats a comparison student’s, minus the reverse. An estimate can clear zero and still sit inside the shaded band; treat that size as an upper bound.

Reliability of the scales

Cronbach’s α before the trip, beside each scale’s item count. Short scales cap α.

  • Learning and educational value0.82 · 6 items
  • Agency and self-management0.84 · 6 items
  • Social connection and belonging0.81 · 5 items
  • Perspective and accomplishment0.77 · 4 items

Change beyond measurement error

Per student, on the overall score.

  • 25% improved
  • 69% no reliable change
  • 6% declined

n = 36 · α = 0.94 · a change counts beyond 0.30 scale points.

How each figure is calculated is on the methods page.