Interventions for academically underachieving students: A systematic review and meta-analysis
Document Type
Article
Publication Date
11-2019
Identifier
DOI: 10.1016/j.edurev.2019.100294
Abstract
Despite decades of research on interventions for academically underachieving students, no clear answers have emerged. Synthesizing across existing intervention efforts can help in understanding not only the overall effectiveness for these interventions, but also the factors that may moderate such effectiveness. In the current study, we conducted a systematic review and meta-analysis to examine the effectiveness of interventions for academically underachieving students, exploring effects on achievement and psychosocial outcomes. Overall, findings from 53 studies revealed that interventions are moderately effective in improving achievement and psychosocial outcomes. Moderator analyses revealed that intervention effectiveness varied by grade level. Implications for research and practice are discussed, particularly the need for rigorous evaluations of well-designed interventions that consider the fit between students’ unique reasons for underachievement and the makeup of the intervention.
Journal Title
Education Research Review
Volume
28
Keywords
Underachievement; Gifted Intervention; Meta-analysis; Systematic review
Recommended Citation
Snyder KE, Fong CJ, Painter JK, Pittard CM, Barr SM, Patall EA. Interventions for academically underachieving students: A systematic review and meta-analysis. Educational Research Review. 2019;28:100294. doi:10.1016/j.edurev.2019.100294
COinS
Comments
Parts of this paper were presented at the annual meeting of the American Educational Research Association. This project has been funded through the Esther Katz Rosen Fellowship from the American Psychological Foundation and the Hollingworth Award from the National Association for Gifted Children.