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Scientific article 24. JAN 2017
  • The Social Sector
  • Children, Adolescents and Families
  • Daycare, school and education
  • The Social Sector, Children, Adolescents and Families, Daycare, school and education

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

A Systematic Review and Meta-Analysis

Authors:

  • Jens Dietrichson
  • Martin Bøg
  • Trine Filges
  • Anne-Marie Klint Jørgensen
  • The Social Sector
  • Children, Adolescents and Families
  • Daycare, school and education
  • The Social Sector, Children, Adolescents and Families, Daycare, school and education
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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.

Authors

  • Jens DietrichsonMartin BøgTrine FilgesAnne-Marie Klint Jørgensen

About this publication

  • Published in

    Review of Educational Research
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