Targeted school-based interventions for Grades 7–12 students with or at risk of academic difficulties have positive, statistically significant short-run effects on standardised reading and maths tests (ES = 0.22)¶
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Evidence · 1 study · quant-synthesisr3·q3·i1small
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
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q3 i1 Across 71 studies, targeted school-based interventions produced a positive and statistically significant weighted average short-run effect size of 0.22 on standardised tests in reading and maths. → Dietrichson J 2020
Evidence¶
Dietrichson J 2020¶
Dietrichson J, Filges T, Klokker RH, Viinholt BCA, Bøg M, Jensen UH. (2020). Targeted school‐based interventions for improving reading and mathematics for students with, or at risk of, academic difficulties in Grades 7–12: A systematic review. Campbell Systematic Reviews. https://doi.org/10.1002/cl2.1081
q3 · i1 · quant-synthesis · r3
Random-effects meta-analysis with robust-variance estimation of 71 studies (76% RCTs), 99 interventions and 214 effect sizes, around 105,700 student observations. The review reports "weighted average effect size [ES] = 0.22", corresponding to a 56% chance that an intervention student's score exceeds a control student's score.
"The average effect size for short‐run outcomes was positive and statistically significant (weighted average effect size [ES] = 0.22, 95% confidence interval [CI] = [0.148, 0.284])."
Discussion¶
Related Claims¶
- Longer-run effects of targeted secondary interventions are small and not statistically significant, with only seven studies providing follow-up evidence — related
- Targeted school-based interventions have positive short-term effects on standardised reading and mathematics tests for K-6 students with or at risk of academic difficulties — related
- Effect sizes based on mathematics tests are significantly larger than effect sizes based on reading tests in targeted secondary interventions — related
- Evidence on meditation and academic achievement is scant: only three published studies, with the strongest from TM programmes on standardised test scores — related
- Interventions in higher Grades tend to have somewhat lower effect sizes; other study characteristics show few significant moderator effects — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
targeted-secondary-interventions-positive-short-run-effects |
title |
Targeted school-based interventions for Grades 7–12 students with or at risk of academic difficulties have positive, statistically significant short-run effects on standardised reading and maths tests (ES = 0.22) |
description |
Targeted school-based interventions for Grades 7–12 students with or at risk of academic difficulties have positive, statistically significant short-run effects on standardised reading and maths tests (ES = 0.22) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — dietrichson-j-2020 |
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