This article reviews research on the achievement outcomes of elementary mathematics programs; 87 rigorous experimental studies evaluated 66 programs in grades K-5. Programs were organized in six categories. Particularly positive outcomes were found for tutoring programs (effect size [ES] = +0.20, k = 22). Positive outcomes were also seen in…

As evidence becomes increasingly important in educational policy, it is essential to understand how research design might contribute to reported effect sizes in experiments evaluating educational programs. A total of 645 studies from 12 recent reviews of evaluations of preschool, reading, mathematics, and science programs were studied. Effect…

The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are…

This article summarises findings from systematic reviews of research on primary and secondary mathematics, primary and secondary reading, and programmes for struggling readers. All reviews used a common set of procedures, requiring comparisons with control groups and duration of at least 12 weeks. Across hundreds of qualifying studies, a clear…

The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards.…

Syntheses of research on educational programs have taken on increasing policy importance. Procedures for performing such syntheses must therefore produce reliable, unbiased, and meaningful information on the strength of evidence behind each program. Because evaluations of any given program are few in number, syntheses of program evaluations must…

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria included use of…

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: (1) reading curricula; (2) mixed-method models (methods that combine large-and small-group instruction with computer activities); (3) computer-assisted instruction; and (4)…

This article reviews research on the achievement outcomes of three types of approaches to improving elementary mathematics: mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least 12 weeks, and…

This response to an article by Karen Tateyama-Sniezek (EC 230 117), which examined the effectiveness of cooperative learning with mildly disabled students, reconsiders a table by adding more comparison statistics, effect sizes, and standard individual measures of achievement. Noted are the scarcity of studies including individual accountability…

Review of research of between-class and within-class ability grouping on the achievement of elementary students. Ability grouping appears most effective for specific subjects with students remaining in heterogeneous classes most of the day. Cross-grade assignment for selected subjects can increase achievement. (SLD)

Best-evidence synthesis was used to review 29 research papers published in English that evaluate the effects of ability grouping on student achievement in secondary schools. Six randomized experiments, 9 matched experiments, and 14 correlational studies were reviewed. Findings do not indicate beneficial effects of ability grouping on achievement.…

Findings of positive effects of mastery learning on experimenter-made measures can be interpreted as supporting the view that this technique may help focus teachers on a given set of objectives. The claim that mastery learning can accelerate achievement, in general, in elementary and secondary schools is still awaiting evidence. (SLD)