Program components and impoverished students

Program components and impoverished students

Research shows that students who live in poverty are less likely to attend preschool or to have a home environment incorporating literacy and language activities than their non-impoverished peers. As a result, impoverished children are less likely to enter school with the social and academic skills needed to set them up for success. Jans Deitrichson and colleagues at the Danish National Centre for Social Research recently performed a meta-analysis aimed at determining what components within academic interventions are the most effective at improving the achievement of elementary and middle school students in poverty.

A total of101 studies performed between 2000-2014 were included in the meta-analysis. Seventy-six percent were randomized controlled trials and the rest were quasi-experimental studies. Studies had to target students living in poverty, utilize standardized test results in reading and math as the outcome measures, and take place in OECD or EU countries, although most were in the U.S. They also had to contain information that allowed the researchers to calculate effect size.

The authors sorted each study's academic intervention into "component categories," which are the methods used in the academic interventions. Examples include coaching/mentoring of students, cooperative learning, incentives, small-group tutoring, or a combination of these or other methods. Analysis demonstrated that tutoring, feedback and progress monitoring, and cooperative learning were the components with the largest effect sizes. Authors stated that although the average effect sizes for these components were not large enough to close the achievement gap between high- and low-poverty students, they certainly reduced it. The authors note that cost-effectiveness studies should be performed on these programs to give policymakers and educators a fuller picture of program benefits.

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