Academic Interventions for Elementary and Middle School Students with Low Socioeconomic Status: A Systematic Review and Meta-Analysis

Autor/inn/en	Dietrichson, Jens; Bøg, Martin; Filges, Trine; Klint Jørgensen, Anne-Marie
Titel	Academic Interventions for Elementary and Middle School Students with Low Socioeconomic Status: A Systematic Review and Meta-Analysis
Quelle	In: Review of Educational Research, 87 (2017) 2, S.243-282 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
Schlagwörter	Intervention; Tutoring; Middle School Students; Elementary School Students; Effect Size; Low Income; Socioeconomic Status; Meta Analysis; Academic Achievement; Standardized Tests; Reading Achievement; Mathematics Achievement; Statistical Analysis; Cooperative Learning; Feedback (Response); Control Groups; Foreign Countries; Literature Reviews; Search Strategies; European Union + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Niedriglohn; Socio-economic status; Sozioökonomischer Status; Meta-analysis; Metaanalyse; Schulleistung; Standadised tests; Standardisierter Test; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Statistische Analyse; Kooperatives Lernen; Ausland; Suchstrategie
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01