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Academic Interventions for Elementary and Middle School Students with Low Socioeconomic Status
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Academic Interventions for Elementary and Middle School Students with Low Socioeconomic Status

A Systematic Review and Meta-Analysis

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Socioeconomic status is a major predictor of educational achievement. This systematic review and meta-analysis seeks to identify effective academic interventions for elementary and middle school students with low socioeconomic status. Included studies have used a treatment-control group design, were performed in OECD and EU countries, and measured achievement by standardized tests in mathematics or reading. The analysis included 101 studies performed during 2000-2014, 76 percent of which were randomized controlled trials. The effect sizes (ES) of many interventions indicate that it is possible to substantially improve educational achievement for the target group. Intervention components such as tutoring (ES = 0.36), feedback and progress monitoring (ES = 0.32), and cooperative learning (ES = 0.22) have average ES that are educationally important, statistically significant, and robust. There is also substantial variation in effect sizes, within and between components, which cannot be fully explained by observable study characteristics.
Forfattere Jens Dietrichson, SFI
Martin Bøg
Trine Filges, SFI
Anne-Marie Klint Jørgensen
Udgivelsesdato 24.01.2017
Publiceret i Review of Educational Research
Sprog Engelsk
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Denne publikation hører under Skole og uddannelse
emneord: Skole og uddannelse

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