This article presents a systematic review of research on the achievement outcomes of all types of approaches to teaching science in elementary schools. Study inclusion criteria included use of randomized or matched control groups, a study duration of at least 4 weeks, and use of achievement measures independent of the experimental treatment. A…

This article reviews research on the achievement outcomes of alternative approaches for struggling readers ages 5-10 (US grades K-5): One-to-one tutoring, small-group tutorials, classroom instructional process approaches, and computer-assisted instruction. Study inclusion criteria included use of randomized or well-matched control groups, study…

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 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 report systematically reviews research on the outcomes of programs that teach young children in a group setting before they begin kindergarten. Study inclusion criteria included the use of randomized or matched control groups, evidence of initial equality, and study duration of at least 12 weeks. Studies included valid measures of language,…

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the beginning reading success of children in kindergarten and first grade: Reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria…

This article reviews research on the achievement outcomes of alternative approaches for struggling readers in grades K-5: One-to-one tutoring, small group tutorials, classroom instructional process approaches, and computer-assisted instruction. Study inclusion criteria included use of randomized or well-matched control groups, study duration of at…

This article provides a synthesis of research in which parents provided academic instruction to their own children. The effectiveness of parent tutoring in 37 studies was examined across grade level, basic skill area (e.g., reading, math), training feature (e.g., treatment length, availability of consultation), treatment fidelity, type of…

Schools and districts are adopting out-of-school-time (OST) programs such as after-school programs and summer schools to supplement the education of low-achieving students. However, research has painted a mixed picture of their effectiveness. To clarify OST impacts, this synthesis examined research on OST programs for assisting at-risk students in…

This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least twelve weeks, and equality at pretest. There were 102 qualifying studies, 28 of which used random assignment to treatments.…