Effects of Data-Based Individualization for Students With Intensive Learning Needs: A Meta-Analysis

14 studies, 57 effect sizes

K-12 students with intensive learning needs

Meta-analysis of data-based individualisation studies, with authorship overlapping the curriculum-based measurement research programme (Stecker), hence developer-involved. Graded C. Small k, and the moderators reported are study features rather than randomised contrasts.

Data-based individualisation against business-as-usual gives g = 0.37, and an enhanced "DBI-plus" version gives 0.38 - the added components buy essentially nothing beyond the basic practice. Effects varied by the type of curriculum-based measurement task used, by how frequently it was administered, and by the supports given to teachers. The value of this source in the topic is that it is a second, largely independent estimate of the same parameter Filderman estimated at 0.24, from a different corpus, and it lands in the same small-positive band rather than anywhere near the 0.70 of the 1986 meta-analysis.

Low. Contrasts hold the population constant and vary whether progress data drove instructional individualisation.

Consistent with Filderman et al. (2018) on a different study pool; the two together bracket the modern student-level effect at roughly 0.24-0.38.