Research synthesis: effects on student achievement

Positive effects on student learning from a synthesis of 800 meta-analyses (Hattie, 2010):

• Interventions that direct instruction toward children’s actual learning levels are the most consistently effective at improving learning outcomes

• Teachers that use a direct instruction model (I do, we do, you do) during instruction (.59 ES)

• Teacher professional development that focuses on student learning, continuous assessment, and encourages feedback TO teachers rather than FROM teachers (.90 ES)

Teacher training that includes evidence-based pedagogy, scripted daily lessons, and a welldefined scope and sequence of instruction (Piper & Mugenda, 2013; DeStefano, Slade, & Korda, 2013; GILO project, 2011)

Impact when teachers meet the individual learning needs of students

Providing formative evaluation to teachers

0.90

Refers to teachers attending to what is happening for each student in their classrooms as a result of their instructionwhen teachers ask, “How am I doing?” Highest effects when teachers seek evidence on where students are not doing well

Stronger effects on student learning:

• Interventions that direct instruction toward children’s actual learning levels in their local language

• Teacher professional development that focuses on student learning and continuous assessment that encourages teachers to take responsibility for student learning

• Grouping students by skill levels rather than age or grade

What else is needed?

Building blocks for designing the process of scaling up and for ensuring that core institutional values and incentives are in place (Linn, 2011, Hartmann & Linn, 2008)