Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status: A Meta-Analysis
Dietrichson, J., Bog, M., Filges, T., & Jorgensen, A.-M. K. · 2017
grade Cmeta-analysisindependentreplicated
Sample
101 studies (76% RCTs), OECD/EU
Population
Low-SES elementary/middle-school students.
Design
Key strength: outcomes RESTRICTED to standardized reading/math tests — removes the researcher-designed-measure inflation channel by design.
Key findings
With standardized-test-only outcomes, tutoring is still the strongest intervention component for disadvantaged students (g=0.36) — the most honest efficacy number in the tutoring literature, and it matches the RCT-only meta.
Genetic confound
Low-SES targeting compresses sample SDs somewhat.
Replication notes
Independent convergence with Nickow despite different inclusion rules; cited by Nickow as external validation.
DOI / URL
10.3102/0034654316687036
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Tutoring component | g | 0.36 — largest of ~10 intervention components | standardized | end of treatment | business-as-usual | end-of-treatment | domain-skill |
| Feedback & progress monitoring / cooperative learning | g | 0.32 / 0.22 | standardized | end of treatment | business-as-usual | end-of-treatment | domain-skill |
Cited by
- Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scalestrong supportconf: highgc: low