Academic interventions for elementary and middle school students with low socioeconomic status: A systematic review and meta-analysis

Forfatter(e)

Dietrichson, J. Bog, M. Filges, T. Jorgensen, A. K.

År

2017

DOI

10.3102/0034654316687036

Tidsskrift

Review of Educational Research

Sider

243-282

Kategori(er)

Skoleprestasjoner

Tiltakstype(r)

Skole/barnehagebaserte tiltak Tiltak i nærmiljøet/infrastruktur (ungdomsklubber, frivillig arbeid, etterskoletilbud, veier, parker)

Abstract

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 to 2014, 76% 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.