Title I and Student Achievement: A Meta-Analysis of Federal Evaluation Results

1996 ◽  
Vol 18 (4) ◽  
pp. 309-326 ◽  
Author(s):  
Geoffrey D. Borman ◽  
Jerome V. D’Agostino
Keyword(s):  
Student Achievement ◽  
Title I ◽  
Meta Analysis ◽  
Program Improvement ◽  
Effect Sizes ◽  
Educational Effectiveness ◽  
Mediating Factors ◽  
Unique Effect ◽  
Evaluation Information ◽  
Programmatic Factors

Despite the seeming wealth of Title I evaluation information, the educational effectiveness of the program has remained debatable. Inconsistent findings can be attributed to variations in evaluation methods. Nevertheless, results from key studies have contributed to a conventional wisdom concerning Title I and student achievement. In contrast to previous reviews, this study employed metaanalytic techniques to assess the overall impact of the program on achievement and to examine the effects of mediating methodological and programmatic factors. The data were derived from 17 federal studies, ranging from 1966 to 1993, from which 657 unique effect sizes were derived. Results indicated a modest overall impact of Title I. However, the mediating factors were significant predictors. After controlling for these effects, Title I effect sizes were more favorable as the program matured. This finding may be attributable to expanded federal oversight and the growing focus on program improvement that has evolved over the years.

Test Frequency, Stakes, and Feedback in Student Achievement: A Meta-Analysis

2019 ◽  
Vol 43 (3-4) ◽  
pp. 111-151 ◽  
Author(s):  
Richard P. Phelps
Keyword(s):  
Student Achievement ◽  
Early Childhood ◽  
Effect Size ◽  
English Language ◽  
Variance Estimation ◽  
Meta Analysis ◽  
The United States ◽  
Research Literature ◽  
Effect Sizes ◽  
Test Frequency

Background: Test frequency, stakes associated with educational tests, and feedback from test results have been identified in the research literature as relevant factors in student achievement. Objectives: Summarize the separate and joint contribution to student achievement of these three treatments and their interactions via multivariable meta-analytic techniques using a database of English-language studies spanning a century (1910–2010), comprising 149 studies and 509 effect size estimates. Research design: Analysis employed robust variance estimation. Considered as potential moderators were hundreds of study features comprising various test designs and test administration, demographic, and source document characteristics. Subjects: Subjects were students at all levels, from early childhood to adult, mostly from the United States but also eight other countries. Results: We find a summary effect size of 0.84 for the three treatments collectively. Further analysis suggests benefits accrue to the incremental addition of combinations of testing and feedback or stakes and feedback. Moderator analysis shows higher effect sizes associated with the following study characteristics: more recent year of publication, summative (rather than formative) testing, constructed (rather than selected) item response formats, alignment of subject matter between pre- and posttests, and recognition/recall (rather than core subjects, art, or physical education). Conversely, lower effect sizes are associated with postsecondary students (rather than early childhood–upper secondary), special education population, larger study population, random assignment (rather than another sampling method), use of shadow test as outcome measure, designation of individuals (rather than groups) as units of analysis, and academic (rather than corporate or government) research.

Effects of Hand-Held Calculators in Precollege Mathematics Education: A Meta-Analysis

1986 ◽  
Vol 17 (2) ◽  
pp. 83-99 ◽  
Author(s):  
Ray Hembree ◽  
Donald J. Dessart
Keyword(s):  
Student Achievement ◽  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Instruction ◽  
Basic Skills ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Self Concept ◽  
Inferential Statistics ◽  
Ability Levels

The findings of 79 research reports were integrated by meta-analysis to assess the effects of calculators on student achievement and attitude. Effect sizes were derived by the method invented by Glass and tested for consistency and significance with inferential statistics provided by Hedges. At all grades but Grade 4, a use of calculators in concert with traditional mathematics instruction apparently improves the average student's basic skills with paper and pencil, both in working exercises and in problem solving. Sustained calculator use in Grade 4 appears to hinder the development of basic skills in average students. Across all grade and ability levels, students using calculators possess a better attitude toward mathematics and an especially better self-concept in mathematics than students not using calculators.

Effectiveness of the Flipped Classroom on Student Achievement in Secondary Education: A Meta-Analysis

2021 ◽  
Vol 35 (1) ◽  
pp. 11-31
Author(s):  
Marlene Wagner ◽  
Andreas Gegenfurtner ◽  
Detlef Urhahne
Keyword(s):  
Student Achievement ◽  
Secondary Education ◽  
Management System ◽  
Flipped Classroom ◽  
Intervention Studies ◽  
Learning Management System ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Post Test ◽  
Learning Management

Abstract. This meta-analysis (25 articles, k = 44 independent data sources, N = 2,323) examines the effectiveness of flipped classroom on student achievement in secondary education. The flipped classroom model refers to an instructional approach in which students watch educational videos at home and homework assignments are done in class. Effect sizes were calculated for the research designs “post-test only”, “pre-test-post-test (time)” and “pre-test-post-test with control group (treatment)”. The meta-analytical findings for the condition “treatment” confirm the effectiveness of flipped classroom on student achievement in comparison to traditional instruction (Cohen's d = 0.42, 95 % CI [0.20 – 0.63], Z = 3.81, p < .001). Moderator analyses on the effect sizes “time” show stronger effects for subjects in the STEM area (science, technology, engineering, mathematics) than for foreign languages and humanities. The effect sizes were also higher for shorter intervention studies than for longer ones and if quiz at home had been left out. Moderator analyses on the effect sizes “post-test only” and “treatment” make clear that the effect sizes for intervention studies without a learning management system are higher than with a learning management system. Findings are discussed in terms of their implications for educational practice.

The Orchard Plot: Cultivating a Forest Plot for Use in Ecology, Evolution and Beyond

2019 ◽  
Author(s):  
Shinichi Nakagawa ◽  
Malgorzata Lagisz ◽  
Rose E O'Dea ◽  
Joanna Rutkowska ◽  
Yefeng Yang ◽  
...  
Keyword(s):  
Meta Analysis ◽  
R Package ◽  
Effect Sizes ◽  
Forest Plot ◽  
Point Estimates ◽  
Aggregate Effect ◽  
The Individual ◽  
Meta Analyses ◽  
Heterogeneous Effect ◽  
Intuitive Interpretation

‘Classic’ forest plots show the effect sizes from individual studies and the aggregate effect from a meta-analysis. However, in ecology and evolution meta-analyses routinely contain over 100 effect sizes, making the classic forest plot of limited use. We surveyed 102 meta-analyses in ecology and evolution, finding that only 11% use the classic forest plot. Instead, most used a ‘forest-like plot’, showing point estimates (with 95% confidence intervals; CIs) from a series of subgroups or categories in a meta-regression. We propose a modification of the forest-like plot, which we name the ‘orchard plot’. Orchard plots, in addition to showing overall mean effects and CIs from meta-analyses/regressions, also includes 95% prediction intervals (PIs), and the individual effect sizes scaled by their precision. The PI allows the user and reader to see the range in which an effect size from a future study may be expected to fall. The PI, therefore, provides an intuitive interpretation of any heterogeneity in the data. Supplementing the PI, the inclusion of underlying effect sizes also allows the user to see any influential or outlying effect sizes. We showcase the orchard plot with example datasets from ecology and evolution, using the R package, orchard, including several functions for visualizing meta-analytic data using forest-plot derivatives. We consider the orchard plot as a variant on the classic forest plot, cultivated to the needs of meta-analysts in ecology and evolution. Hopefully, the orchard plot will prove fruitful for visualizing large collections of heterogeneous effect sizes regardless of the field of study.

Identification of and Correction for Publication Bias: Comment

2019 ◽  
Author(s):  
Amanda Kvarven ◽  
Eirik Strømland ◽  
Magnus Johannesson
Keyword(s):  
Publication Bias ◽  
False Positive ◽  
Large Scale ◽  
Meta Analysis ◽  
False Positive Rate ◽  
Effect Sizes ◽  
Replication Studies ◽  
Moderate Reduction ◽  
Positive Rate ◽  
Meta Analyses

Andrews &amp; Kasy (2019) propose an approach for adjusting effect sizes in meta-analysis for publication bias. We use the Andrews-Kasy estimator to adjust the result of 15 meta-analyses and compare the adjusted results to 15 large-scale multiple labs replication studies estimating the same effects. The pre-registered replications provide precisely estimated effect sizes, which do not suffer from publication bias. The Andrews-Kasy approach leads to a moderate reduction of the inflated effect sizes in the meta-analyses. However, the approach still overestimates effect sizes by a factor of about two or more and has an estimated false positive rate of between 57% and 100%.

Effectiveness of psychological interventions to improve emotion regulation in youth - a meta-analysis

2019 ◽  
Author(s):  
Bettina Moltrecht ◽  
Jessica Deighton ◽  
Praveetha Patalay ◽  
Julian Childs
Keyword(s):  
Emotion Regulation ◽  
Emotion Dysregulation ◽  
Psychological Intervention ◽  
Meta Analysis ◽  
Age Groups ◽  
Effect Sizes ◽  
What Works ◽  
Large Heterogeneity ◽  
Larger Sample

Background: Research investigating the role of emotion regulation (ER) in the development and treatment of psychopathology has increased in recent years. Evidence suggests that an increased focus on ER in treatment can improve existing interventions. Most ER research has neglected young people, therefore the present meta-analysis summarizes the evidence for existing psychosocial intervention and their effectiveness to improve ER in youth. Methods: A systematic review and meta-analysis was conducted according to the PRISMA guidelines. Twenty-one randomized-control-trials (RCTs) assessed changes in ER following a psychological intervention in youth exhibiting various psychopathological symptoms.Results: We found moderate effect sizes for current interventions to decrease emotion dysregulation in youth (g=-.46) and small effect sizes to improve emotion regulation (g=0.36). Significant differences between studies including intervention components, ER measures and populations studied resulted in large heterogeneity. Conclusion: This is the first meta-analysis that summarizes the effectiveness for existing interventions to improve ER in youth. The results suggest that interventions can enhance ER in youth, and that these improvements correlate with improvements in psychopathology. More RCTs including larger sample sizes, different age groups and psychopathologies are needed to increase our understanding of what works for who and when.

A Meta-Analysis of the Facial Feedback Literature: Effects of Facial Feedback on Emotional Experience Are Small and Variable

2017 ◽  
Author(s):  
Nicholas Alvaro Coles ◽  
Jeff T. Larsen ◽  
Heather Lench
Keyword(s):  
Publication Bias ◽  
Emotional Experience ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Detection Methods ◽  
Feedback Effects ◽  
Facial Feedback ◽  
Facial Movements ◽  
Facial Feedback Hypothesis ◽  
Variance Estimates

The facial feedback hypothesis suggests that an individual’s experience of emotion is influenced by feedback from their facial movements. To evaluate the cumulative evidence for this hypothesis, we conducted a meta-analysis on 286 effect sizes derived from 138 studies that manipulated facial feedback and collected emotion self-reports. Using random effects meta-regression with robust variance estimates, we found that the overall effect of facial feedback was significant, but small. Results also indicated that feedback effects are stronger in some circumstances than others. We examined 12 potential moderators, and three were associated with differences in effect sizes. 1. Type of emotional outcome: Facial feedback influenced emotional experience (e.g., reported amusement) and, to a greater degree, affective judgments of a stimulus (e.g., the objective funniness of a cartoon). Three publication bias detection methods did not reveal evidence of publication bias in studies examining the effects of facial feedback on emotional experience, but all three methods revealed evidence of publication bias in studies examining affective judgments. 2. Presence of emotional stimuli: Facial feedback effects on emotional experience were larger in the absence of emotionally evocative stimuli (e.g., cartoons). 3. Type of stimuli: When participants were presented with emotionally evocative stimuli, facial feedback effects were larger in the presence of some types of stimuli (e.g., emotional sentences) than others (e.g., pictures). The available evidence supports the facial feedback hypothesis’ central claim that facial feedback influences emotional experience, although these effects tend to be small and heterogeneous.

scholarly journals Medicine storage, wastage, and associated determinants among urban households: a systematic review and meta-analysis of household surveys

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Adineh Jafarzadeh ◽  
Alireza Mahboub-Ahari ◽  
Moslem Najafi ◽  
Mahmood Yousefi ◽  
Koustuv Dalal
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Supply And Demand ◽  
Random Effect ◽  
Effect Sizes ◽  
Household Surveys ◽  
Affective Factors ◽  
Urban Households ◽  
Medical Needs ◽  
Geographical Regions

Abstract Background Irrational household storage of medicines is a world-wide problem, which triggers medicine wastage as well as its associated harms. This study aimed to include all available evidences from literature to perform a focused examination of the prevalence and factors associated with medicine storage and wastage among urban households. This systematic review and meta-analysis mapped the existing literature on the burden, outcomes, and affective socio-economic factors of medicine storage among urban households. In addition, this study estimated pooled effect sizes for storage and wastage rates. Methods Household surveys evaluating modality, size, costs, and affective factors of medicines storage at home were searched in PubMed, EMBASE, OVID, SCOPUS, ProQuest, and Google scholar databases in 2019. Random effect meta-analysis and subgroup analysis were used to pool effect sizes for medicine storage and wastage prevalence among different geographical regions. Results From the 2604 initial records, 20 studies were selected for systematic review and 16 articles were selected for meta-analysis. An overall pooled-prevalence of medicine storage and real wastage rate was 77 and 15%, respectively. In this regard, some significant differences were observed between geographical regions. Southwest Asia region had the highest storage and wastage rates. The most common classes of medicines found in households belonged to the Infective agents for systemic (17.4%) and the Nervous system (16.4%). Moreover, income, education, age, the presence of chronic illness, female gender, and insurance coverage were found to be associated with higher home storage. The most commonly used method of disposal was throwing them in the garbage. Conclusions Factors beyond medical needs were also found to be associated with medicine storage, which urges effective strategies in the supply and demand side of the medicine consumption chain. The first necessary step to mitigate home storage is establishing an adequate legislation and strict enforcement of regulations on dispensing, prescription, and marketing of medicines. Patient’s pressure on excessive prescription, irrational storage, and use of medicines deserve efficient community-centered programs, in order to increase awareness on these issues. So, hazardous consequences of inappropriate disposal should be mitigated by different take back programs, particularly in low and middle income countries.

Sign in / Sign up

Export Citation Format

Share Document