Data from four systematic reviews of school interventions implemented in kindergarten to Grade 12 (Dietrichson et al., 2017, 2021; Dietrichson, Filges, et al., 2020; Filges, Sonne-Schmidt, & Nielsen, 2018). The sample included in the data consist of a subset of 29 studies from these reviews that included a post test and at least one follow-up test. Tests were standardized tests of reading or mathematics. Most interventions were targeted (selected or indicated) at students at risk of academic difficulties.
References
Dietrichson, J., Bøg, M., Filges, T., & Klint Jørgensen, A.-M. (2017). Academic interventions for elementary and middle school students with low socioeconomic status: A systematic review and meta-analysis. Review of Educational Research, 87 (2), 243–282. doi:10.3102/0034654316687036
Dietrichson, J., Filges, T., Klokker, R. H., Viinholt, B. C., Bøg, M., & Jensen, U. H. (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, 16(2). doi:10.1002/cl2.1081
Dietrichson, J., Filges, T., Seerup, J. K., Klokker, R. H., Viinholt, B. C. A., Bøg, M., & Eiberg, M. (2021). Targeted school-based interventions for improving reading and mathematics for students with or at risk of academic difficulties in grades K-6: A systematic review. Campbell Systematic Reviews, 17(2), e1152. doi:10.1002/cl2.1152
Filges, T., Sonne-Schmidt, C. S., & Nielsen, B. C. V. (2018). Small class sizes for improving student achievement in primary and secondary schools: A systematic review. Campbell Systematic Reviews, 14(1), 1-107. doi:10.4073/csr.2018.10