A study conducted by Fuchs and colleagues looked at the effectiveness of interventions that combine training on working memory (WM) and word-problem solving (WPS). The four interventions were as follows:

• Intervention 1 – general training on WM
• Intervention 2 – training on WPS without WM training
• Intervention 3 – training on WPS with math-specific WM training
• Control group – no intervention

General WM training consisted of sessions using verbal and visuospatial modalities, to which the authors added 5 minutes on mathematics practice. The WPS intervention used in the study was Pirate Math that consists of four phases in each session: arithmetic problems, word-problem solving with a tutor, games, and practice. Finally, math-specific WM training was developed by the authors to support students in applying their working memory capacity in mathematics.

A randomized study evaluated the effects of the interventions on academic outcomes of students with math difficulties in second grade. A total of 258 students in 16 schools were randomly assigned to the four conditions: 57 in the control group, 63 in general WM, 60 in WPS, 60 in WPS with math-specific WM. Students worked with the programs for 5 months. Automated Working Memory Assessment (AWMA) was used to measure outcomes related to working memory and two measures to assess WPS and arithmetic.

Regarding outcomes related to WM, results showed significant differences between the WPS group (ES = +0.62) and general WM (ES = +1.22) compared to the control group, while no difference was found for WPS with math-specific WM (ES = +0.30). Effects were significantly larger in arithmetic and on the WPS measure for the three interventions compared to the control group. On arithmetic, the ESs were +0.71, +0.81, +0.64 for the WPS group, WPS with math-specific WM, and general WM, respectively. On the WPS measure, the ESs were +0.45, +0.32, +0.57 for the WPS group, WPS with math-specific WM, and general WM, respectively.

The authors concluded that although training on general WM had effects on both working memory and math outcomes, it cannot replace WPS interventions that showed stronger results on math outcomes. Conversely, effects are stronger on working memory when a general WM training is used.

Source: Fuchs, L. S., Fuchs, D., Sterba, S. K., Barnes, M. A., Seethaler, P. M., & Changas, P. (2022). Building word-problem solving and working memory capacity: A randomized controlled trial comparing three intervention approaches. Journal of Educational Psychology, 114(7), 1633–1653. https://doi.org/10.1037/edu0000752… Read the rest

Research shows that using formative assessment data to tailor instruction to student needs can improve student achievement. However, a recent research brief published by the Center for Urban Education Leadership at the University of Illinois at Chicago argues that testing corporations may not produce data that helps educators make the best decisions for their students.

The brief notes that evaluations of the relationship between using large-scale formative assessments and standardized assessment scores have produced negative or null effect sizes. Furthermore, formative assessment data tends to provide information about discrete skills students must master to improve their assessment scores. Didactic instruction that addresses one skill at a time has been found ineffective in engaging students and can exacerbate race or class-based opportunity gaps.

Thus, the brief concludes that school leaders and classroom teachers should exercise caution when analyzing formative data provided by assessment corporations. Instead, they should focus on higher order thinking skills, depth of knowledge, and acceleration.

Source (Open Access): Zavitkovsky, P. (2022). A question district leaders need to ask more often: What parts of formative assessment can’t be outsourced? Chicago, IL: Center for Urban Education Leadership. Retrieved from http://www.urbanedleadership.org… Read the rest

The after-school tutoring market is huge in China as families have to boost their children’s competitive advantage through paid after-school tutoring. However, mainly only relatively high-income families can afford to pay the tuition fee, as the cost is too high for vulnerable social classes. Thus, it is unknown how after-school tutoring impacts the academic performance of children from low-income families (LIFs). Li and colleagues conducted a study to explore the impact of after-school English tutoring on the academic performance of LIF children through a randomized controlled trial.

The sample consisted of 529 7th grade middle school students (54% boys) from registered poor families* (annual per capita net income lower than national rural poverty alleviation standard in 2019, ¥3747 RMB) from five schools in a county in Guizhou Province. While 120 LIF students were randomly assigned to receive a free online English tutoring program (worth ¥5000 RMB in total), the other 409 students were assigned to a control group. The program reviewed key and difficult points of English lessons from school and provided extended learning to improve students’ ability in drawing inferences, summarizing, and reaching conclusions.

Students in the treatment group attended the 2-hour online class every Saturday evening for 16 classes in first semester in the 2020-2021 school year. Students’ academic achievement was measured by first semester examination scores. After controlling baseline academic performance and students’ characteristics, results of regression analysis are presented below.

• The after-school tutoring had significant positive effect on students’ English scores (ES = +0.30)
• Higher learning ability students (higher baseline scores) benefitted more from the online program (ES = +0.27).
• Though not significant, a small spillover effect was also found on Chinese learning from the after-school English online tutoring for higher learning ability students. (ES = +0.22).
• Though not significant, the impact of the program was slightly higher on boys than girls (ES = +0.20).
• A positive effect was still found on English learning in the second semester exam scores (ES = +0.28).

The intervention being found to be effective might be due to the online English tutoring program being fully compatible with the learning content in school; it is a high-quality supplementary educational resource. The authors concluded that quality of education and teaching in economically backward areas needs to improve and that educational assistance to students from LIFs should be increased.

*Note: poverty was eliminated in China by 2020 through the efforts of Chinese government.

Source: Li, L., Yang, Y., & Zhou, L. (2022). Can after-school tutoring improve the academic performance of students from low-income families? Trial evidence from economically backward areas in China. Asia Pacific Education Review. https://doi.org/10.1007/s12564-022-09803-3… Read the rest

Academic achievement is closely related to students’ development in numerous aspects. One of the important factors associated with academic achievement is socioeconomic status (SES), which often refers to the status or prestige of an individual or an individual’s family owing to the possession of certain social resources, capabilities, or wealth. Two meta-analyses conducted by Liu and colleagues investigated the relations between SES and academic achievement among primary and secondary education with a focus on macro-level and micro-level moderators.

The first meta-analysis was based on 326 empirical studies and 838 effect sizes from 47 countries and areas, while the second was based on three international large-scale assessments (PISA, TIMSS, and PIRLS) with 9883 effect sizes from 105 countries and areas. All studies were conducted from 1990 to 2021. Overall, small to moderate correlations were found between SES and academic achievement around the world (r = 0.22 ~ 0.28). In terms of macro-level moderating effects, after controlling for other moderators, the results are shown below.

• The strength of SES-academic achievement relation was no different between high-income and low-income countries/areas. Income equality (GINI) also played no significant role in the relation.
• In international large-scale assessments, the net enrolment ratio and duration of compulsory education were significant. The higher the mean net enrolment ratio or the longer the duration of compulsory education, the stronger the correlations.
• Effect of period of studies was significant. In ascending order of SES-academic achievement relation: year of study 1990-1999 (r = 0.21 ~ 0.24), 2000-2014 (r = 0.22 ~ 0.28), and 2015-2021 (r = 0.23 ~ 0.30).

In regard to micro-level and methodological moderators, the results are shown below.

• SES-academic achievement relation in longitudinal studies (r = 0.25) was not significantly different from cross-sectional ones (r = 0.22), after control of other moderators.
• The composite SES index (r = 0.34) had a stronger association with academic achievement than other single indicators (r =0.26-0.29; family income, parental education, parental occupation, and family resources) in large-scale assessments. Since the differences were small, any statistical significance found may be due to the large number of effect sizes.
• No significant moderation effect was found for subject of academic achievement (STEM, language, general)

These two meta-analyses provided up-to-date understanding of SES-academic achievement relations and the authors summarized the findings as:

1. Correlation between SES and academic achievement has been strengthened since 1990s;
2. GDP per capita and economic equality (GINI) did not affect the relations;
3. Higher net enrolment ratio and longer duration of compulsory education did not weaken these relations.

Based on the evidence, the authors suggested that education expansion (enrolment ratio and duration of compulsory education) had a limited impact on weakening SES-academic relations. Other quality indicators (e.g., teacher-student ratios, learning environment) should be taken into consideration for educational equity policies.

Source: Liu, J., Peng, P., Zhao, B., & Luo, L. (2022). Socioeconomic status and academic achievement in primary and secondary education: A meta-analytic review. Educational Psychology Review, 34(4), 2867–2896. https://doi.org/10.1007/s10648-022-09689-y… Read the rest

A recent study published in Educational Evaluation and Policy Analysis addresses the perennial question in education if resources matter and, if so, which ones. To respond to this question, during a period of cutbacks in teacher assistants (TAs) induced by recession, the authors examined whether teacher assistants and other non-teacher staffing influence the outcomes of elementary school students.

After using panel data and regression analysis statistical techniques, the authors found evidence that TAs have positive effects:

1. across core curriculum subjects like reading and math, with the most robust effects on reading, including cost-effectiveness in reading;
2. on the academic performance of students of color, particularly in high-poverty districts; and
3. on school-level proficiency rates, particularly among non-White students and those in high-poverty districts.

Specifically, a 10% increase in the use of TAs increased non-White students’ exam performance in reading and arithmetic by 0.01 SDs and 0.008 SDs respectively, as opposed to 0.003 SD and 0.001 SD for White children. The impacts were roughly twice as substantial for non-White students as for White students, and the use of TAs increased the overall proportion of students who scored proficiently in reading and arithmetic. Authors concluded that more TAs could be crucial in assisting students on the verge of passing to perform well enough on standardized testing to demonstrate competency.

Source (Open Access): Hemelt, S. W., Ladd, H. F., & Clifton, C. R. (2021). Do teacher assistants improve student outcomes? Evidence from school funding cutbacks in North Carolina. Educational Evaluation and Policy Analysis, 43(2), 280–304. https://doi.org/10.3102/0162373721990361… Read the rest