Skolebaserte tiltak for grunnskoleelever med lav sosioøkonomisk status: Systematisk oversikt og metaanalyse

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

Authors
Dietrichson, J. Bog, M. Filges, T. Jorgensen, A. K.
Year
2017
Journal
Review of Educational Research
Volume
87
Pages
243-282
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. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

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Type of intervention

Early Intervention

Topic

Development and Life Coping Skills

School Performance

Exclusion/Marginalization

Poverty

Intervention

The organization of interventions

School/Preschoolbased Interventions

Public Health Interventions

Community-Based Interventions / Local Area

Age group

School Aged Children (6-12 years)

Adolescents (13-18 years)

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