For teachers maximizing impact on learning

Physical influences
Pr
e-ter
m birth weight
59
Student
Bhutta, Cleves, Casey
, 
2002
15
3,276
15
0.73
Full vs pr
e-term birth weight
Cradock & Anand
60
Student
Barr
e, Mor
gan, Doyle 
2011
12
36
0.53
0.029
Full vs pr
e-term birth weight
& Anderson
61
Student
Corbett & Dr
ewett
2004
31
1,213
121
0.34
Thriving and failur
e to thrive in
infancy
Illness
62
Student
Sharpe & Rossiter
2002
7
7
0.20
Chr
onic illness (lack of) on
achievement
63
Student
V
u
, Babikian & 
2011
18
36
0.41
Non vs brain injury on 
Asar
now
achievement
64
Student
Gaudieri, Chen, 
2008
19
2,144
19
0.13
Non-diabetic vs diabetes on 
Gr
eer & Holmes
achievement
65
Student
Schatz
2003
6
6
0.25
Non vs sickle cell disease on
achievement
Diet
66
Student
Kavale & For
ness
1983
23
125
0.12
0.037
Reduction of artificial food
colours

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
Exercise/r
elaxation
67
Student
Moon, Render & 
1985
20
36
0.16
0.088
Relaxation and achievement
Pendley
68
Student
Etnier
, Salazar
, 
1997
134
1260
0.25
0.019
Physical fitness and exer
cise
Landers, Petruzzelo, 
Han & Nowell
69
Student
Sibley & Etnier
2002
36
104
0.36
Physical activity on achievement
70
Student
Etnier
, Nowell, 
2006
37
1,306
571
0.34
0.013
Aer
obic fitness and cognitive 
Landers & Sibley
performance
Drugs
71
Student
Ottenbacher & Cooper
1975
61
1,972
61
0.47
0.038
Stimulant medication on
achievement
72
Student
Kavale
1982
135
5,300
984
0.58
0.019
Stimulant drug tr
eatment for
hyperactivity
73
Student
Thurber & W
alker
1983
20
1,219
20
0.23
0.038
Stimulant medication on
achievement
74
Student
Kavale & Nye
1984
70
401
0.30
0.038
Drug tr
eatment
75
Student
Cr
enshaw
1997
36
1,030
36
0.29
0.042
Drugs tr
eatment (ADHD) on
cognitive outcomes
76
Student
DuPaul & Ekert
1997
63
637
63
0.31
0.038
School-based interventions on
ADHD
77
Student
der Oor
d, Prins, 
2008
7
7
0.19
ADHD drugs on achievement
Oosterlaan & 
Emmelkamp
78
Student
Pur
die, Carr
oll & Hattie
2002
74
2,188
266
0.28
0.038
Drugs tr
eatment (ADHD) on
cognitive outcomes

79
Student
Snead
2005
8
815
8
0.20
Beh intervention, medication on
achievement
Gender – achievement (male vs female)
80
Student
Hattie & Hansfor
d
1980
72
503
–0.02
Gender and achievement
81
Student
Hyde
1981
16
65,193
16
0.43
Gender and cognitive
achievement
82
Student
Hyde
1981
27
68,899
27
–0.24
Reading and gender
83
Student
Kahl, Fleming & Malone
1982
169
31
0.12
Pr
e-college science and
achievement
84
Student
Steinkamp & Maehr
1983
83
107
0.19
Gender dif
fer
ences in science
85
Student
Fr
eeman
1984
35
35
0.09
0.050
Gender dif
fer
ences in
mathematics
86
Student
Meehan
1984
53
160
0.14
Formal operations and gender
87
Student
Johnson, E
1984
9
9
0.45
Gender in pr
oblem-solving
88
Student
Linn & Peterson
1985
172
263
0.40
Spatial achievement and gender
89
Student
Becker & Chang
1986
42
42
0.16
Science and gender
90
Student
T
ohidi, Steinkamp 
1986
70
70
0.32
Cognitive functioning and gender
& Maehr
91
Student
Bor
n, Bleichr
odt & 
1987
17
772
0.08
Gender in intelligence
V
an der Flier
92
Student
Hyde & Linn
1988
165
1,418,899
165
–0.11
Gender dif
fer
ences on verbal
achievement
93
Student
Friedman
1989
98
227,879
98
0.02
0.016
Maths and gender
94
Student
Hines
1989
30
260
0.01
Maths and gender
95
Student
Becker
1989
29
17,603
67
0.16
0.020
Gender dif
fer
ences in science
96
Student
Stumpf & Kliene
1989
18
171,824
18
0.48
Spatial achievement and gender
97
Student
Hyde, Fennema & 
1990
100
3,217,489
259
0.20
Gender and cognitive 
Lamon
achievement
98
Student
Cohn
1991
65
9,000
113
–0.61
Gender on ego enhancement
99
Student
Fr
ost, Hyde & Fennema
1994
100
254
0.15
Maths and gender

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
100
Student
Daliaz
1994
67
7,026
9
0.26
Gender and achievement
101
Student
Lindber
g, Hyde, 
2010
242
1,286,350
242
0.05
Maths and gender
Petersen & Linn
102
Student
Schram
1996
13
4,134
18
–0.08
Applied statistics and gender
103
Student
Y
ang
1997
25
25
–0.34
0.054
Maths and gender
104
Student
Lietz
2006
139
139
–0.19
Reading and gender
Gender – attitudes
105
Student
Cooper
, Bur
ger & Good
1978
10
219
10
–0.10
Contr
ol beliefs and gender
106
Student
Haladyna & 
1982
49
17
0.36
Science and gender
Shaughnessy
107
Student
Hyde, Fenemma, 
1990
70
63,229
126
0.15
Maths and gender
Ryan, Fr
ost & Hopp
108
Student
DeBaz
1994
67
89,740
25
0.30
0.027
Science and gender
109
Student
W
einbur
gh
1995
18
6,753
18
0.20
Science and gender
110
Student
Whitley
1997
82
40,491
104
0.23
Computers and gender
111
Student
Etsey & Snetzler 
1998
96
30,490
304
–0.01
Maths and gender
Gender – leadership
112
Student
W
ood
1987
52
3,099
19
0.38
Gr
oup performance and gender
113
Student
W
ood
1987
52
3,099
45
0.39
Gr
oup performance and gender
114
Student
Eagly & Johnson
1990
370
32,560
370
–0.11
Leadership and gender
115
Student
Pantili, Williams & 
1991
10
47
0.18
Assessment centr
es and gender
Fortune
116
Student
Eagly
, Karau & Johnson
1992
50
8,375
125
–0.01
Principal leadership and gender

Gender – motor outcomes
117
Student
Eaton & Enns
1986
90
8,636
127
0.49
0.040
Motor activity and gender
118
Student
Thomas & Fr
ench
1985
64
100,195
445
0.62
Motor activity and gender
Gender – behaviour outcomes
119
Student
Gaub & Carlson
1997
18
17
0.13
ADHD and gender
120
Student
Hall
1980
42
75
–0.32
Emotional cues and gender
121
Student
L
ytton & Romney
1991
172
717
–0.02
Socialization and gender
Ethnicity
122
Student
Allen, Bradfor
d, 
1999
9
2661
9
0.32
0.003
Positive view of own ethnicity
Grimes, Cooper & 
Howar
d
Pr
eschool interventions
Early inter
vention
123
Student
Exceptional Child 
1983
156
1436
0.43
0.023
Handicapped and disadvantaged 
Center
students
124
Student
Harr
ell
1983
71
449
0.42
Head start pr
ograms
125
Student
Collins
1984
67
271
0.27
Head start pr
ograms
126
Student
Hor
n & Packar
d
1985
58
59,998
138
0.90
Early pr
ediction of lear
ning
pr
oblems
127
Student
Casto & White
1985
126
663
0.43
0.040
At-risk childr
en
128
Student
Ottenbacher & 
1985
38
1,544
118
0.97
0.083
Early intervention for disabled
Petersen
students
129
Student
White & Casto
1985
326
2266
0.52
Handicapped
130
Student
White & Casto
1985
162
1665
0.44
0.026
Handicapped and disadvantaged
131
Student
McKey
, Condelli, 
1985
72
17
0.31
Head start pr
ograms
Ganson, Barr
e
tt, 
McConkey & Plantz
132
Student
Casto & Mastr
opieri
1986
74
215
0.68
0.050
Handicapped

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
133
Student
Murphy
1991
150
104
0.46
Sesame Str
eet
134
Student
Innocenti & White
1993
155
797
0.60
Early intervention
135
Student
Kim, Innocenti & Kim
1997
80
659
0.25
0.024
Early intervention
136
Student
Mentor
e
1999
77
16,888
319
0.48
0.040
Early intervention
137
Student
Cr
osby
2004
44
2,267
196
0.14
Early intervention with disabled
or delayed childr
e
n
138
Student
Bakermans-
2005
48
7,350
56
0.20
Early intervention in the home
Kranenbur
g, van 
Ijzendoor
n & Bradley
Pr
eschool programs
139
Student
Snyder & Sheehan
1983
8
182
0.48
Pr
eschool pr
ograms
140
Student
Goldring & Pr
esbr
ey
1986
11
1,267
11
0.25
Pr
eschool pr
ograms
141
Student
Chambers, Cheung, 
2010
38
38
0.15
Pr
eschool pr
ograms
Slavin, Smith & 
Laur
enzano
142
Student
La Par
o & Pianta
2000
70
7,243
63
1.02
0.370
Pr
eschool to first years of
schooling
143
Student
Applegate
1986
13
114
0.42
0.094
Day car
e
144
Student
Lewis & V
osbur
gh
1988
65
3,194
444
0.43
Kinder
garten-based
145
Student
Nelson 
1994
21
135
0.42
0.037
Par
ent ed pr
ograms
146
Student
Fusar
o
1997
23
23
1.43
Full vs half-day kinder
garten
147
Student
Gilliam & Zigler
2000
13
22
0.17
Pr
eschool acr
oss 13 states
148
Student
V
iolato & Russell
2000
101
32,271
101
0.14
Day vs home car
e
149
Student
Camilli, V
a
rgas, 
2010
81
306
0.23
Kinder
garten vs not kinder
garten 
Ryan & Bar
nett
on school achievement
150
Student
Jones
2002
22
22
0.56
All-day kinder
garten

151
Student
Nelson, W
esthues 
2003
34
721
0.53
Pr
eschool pr
evention 
& Macleod
pr
ograms
152
Student
Timmerman
2006
47
7,800
47
0.10
Family vs day car
e
HOME
Socio-economic status
153
Home
W
hite
1982
101
620
0.66
Socio-economic status and
achievement
154
Home
Fleming & Malone
1983
273
21
0.50
Student characteristics and
science achievement
155
Home
van Ewijka & Sleegers
2010
30
30
0.32
Peer socio-economic status on
achievement
156
Home
Daliaz
1994
67
47,001
9
0.50
A
vailability of r
esour
ces in the
home
157
Home
Sirin
2005
58
129,914
307
0.61
0.016
Relation between socio-
economic status and
achievement
W
elfar
e policies
158
Home
Gennetian, Duncan, 
2004
8
8
–0.12
0.030
Families r
eceiving welfar
e on
Knox, Clark-Kauf
fman 
school achievement
& London
Family structur
e
159
Home
Falbo & Polit
1986
115
115
0.17
0.023
Only vs non-only childr
en
160
Home
Salzman
1987
137
9,955,118
273
0.26
Father pr
esent vs father absent
161
Home
Amato & Keith
1991
39
39
0.16
Both par
ents vs divor
ced families
162
Home
Wierzbicki
1993
66
31
0.13
0.041
Adoptee vs non-adoptive
achievement
163
Home
Kunz
1995
65
65
0.30
Both par
ents vs divor
ced families

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
164
Home
fbeelm
1999
63
14,471
52
0.12
Resident vs non-r
esident fathers
165
Home
Amato & Gilbr
eth
1999
52
52
0.07
Father’
s
 pr
esence in family
166
Home
Amato
2001
67
177
0.29
Resident vs non-r
esident fathers
167
Home
Reifman, V
illa, Amans, 
2001
35
7
0.16
Childr
en of intact vs divor
ced
Rethinam & T
elesca
par
ents
168
Home
Pong, Dr
onkers, 
2003
22
22
0.13
Single vs two-par
ent family on 
Hampden-Thompson
maths and science
169
Home
Ijzendoor
n, Juf
fer
, 
2005
55
52
0.19
Non-adopted vs adopted 
Poelhuis
childr
en
170
Home
Jeynes
2006
61
370,000
61
0.25
Intact vs r
emarried families on
achievement
171
Home
Goldber
g, Prause, 
2007
68
178,323
1483
0.06
Mater
nal employment on 
Lucas-Thompson & 
achievement
Himsel
172
Home
Jeynes
2007
61
78
0.22
Intact vs par
ental r
emarriage on
achievement
Home environment
173
Home
Iverson & W
alber
g
1982
18
5,831
92
0.80
Home envir
onment and school
lear
ning
174
Home
Str
on & Baker
2007
13
24,047
13
0.42
Home communicative support
175
Home
Gottfried
1984
17
17
0.34
Home envir
onment and early
achievement
T
elevision
176
Home
Williams, Haertel, 
1982
23
227
–0.12
Leisur
e time television
Haertel & W
alber
g

177
Home
N
euman
1986
8
8
–0.15
TV on r
eading
178
Home
Razel
2001
6
1,022,000
305
–0.26
TV on achievement
Par
ental involvement
179
Home
Graue, W
einstein & 
1983
29
29
0.75
0.178
Ef
fects of home instruction
W
alber
g
180
Home
Casto & Lewis
1984
76
754
0.41
Par
ent involvement in infant and
pr
eschool pr
ograms
181
Home
Crimm
1992
57
57
0.39
Par
ent involvement and
achievement
182
Home
W
hite, T
aylor & Moss
1992
205
205
0.13
Moderate to extensive par
ent
involvement
183
Home
Rosenzweig
2000
34
474
0.31
Par
ent involvement and
achievement
184
Home
Fan & Chen
2001
92
92
0.52
Par
ent involvement and
achievement
185
Home
Comfort
2003
94
43
0.56
Par
ent training on cognitive/
language
186
Home
Hill & T
yson
2009
32
32
0.36
0.030
Par
ent involvement in middle
school
187
Home
Jeynes
2005
41
20,000
41
0.74
Par
ental involvement in urban
ar
eas – primary
188
Home
Senechal
2006
14
14
0.68
Family involvement in r
eading
189
Home
Earhart, Ramir
ez, 
2006
22
22
0.70
Par
ent involvement and
Carlson & Ber
etvas
achievement
190
Home
Jeynes
2007
52
300,000
52
0.38
Par
ental involvement in urban
ar
eas – high
Home visiting
191
Home
Black
1996
11
11
0.39
Home visiting of lear
ning
disabled
192
Home
Sweet & Applebaum
2004
60
41
0.18
Home visiting

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
SCHOOL
School ef
fects
193
School
Scheer
ens & Bosker
1997
168
168
0.48
0.019
School ef
fects
Finances
194
School
Childs & Shakeshaft
1986
45
2,205,319
417
0.00
Educational expenditur
e
195
School
Mur
doch
1987
46
71,698
46
0.06
Financial aid on persistence at
college
196
School
Hedge, Laine & 
1994
38
38
0.70
Ef
fect of $500 per student on
Gr
eenwald
achievement
197
School
Gr
eenwald, Hedges 
1996
60
180
0.14
Ef
fect of $500 per student on 
& Laine
achievement
Systems accountability systems
198
School
Lee
2008
14
76
0.31
Accountability systems of testing
on achievement
T
ypes of school
Charter schools
199
School
Mir
on & Nelson
2001
18
18
0.20
Charter schools
Religious schools
200
School
Jeynes
2002
15
54,060
15
0.25
Religious vs public schooling on
achievement
201
School
Jeynes
2004
56
56
0.20
Religious commitment on
achievement

Summer school
202
School
Cooper
, Charlton, 
2000
41
26,500
385
0.28
Remedial summer pr
ograms
V
alentine, 
Muhlenbruck & Borman
203
School
Cooper
, Charlton, 
2000
7
2,200
60
0.23
Acceleration summer
V
alentine, Muhlenbruck 
pr
ograms
& Borman
204
School
Kim
2002
57
155
0.17
Academic summer pr
ograms
School compositional ef
fects
Desegr
egation
205
School
Kr
ol
1980
71
71
0.16
0.049
Desegr
egated vs segr
egated
classes in USA
206
School
McEvoy
1982
29
29
0.20
Desegr
egated vs segr
egated
classes in USA
207
School
Miller & Carlson
1982
19
34
0.19
0.028
Desegr
egated vs segr
egated
classes in USA
208
School
W
alber
g
1982
19
19
0.88
Desegr
egated vs segr
egated
classes in USA
209
School
Armor
1983
19
51
0.05
Desegr
egated vs segr
egated
classes in USA
210
School
Bryant
1983
31
31
0.45
0.122
Desegr
egated vs segr
egated
classes in USA
211
School
Crain & Mahar
d
1983
93
323
0.08
0.013
Desegr
egated vs segr
egated
classes in USA
212
School
W
o
rtman
1983
31
98
0.45
0.089
Desegr
egated vs segr
egated
classes in USA
213
School
Stephan
1983
19
63
0.15
Desegr
egated vs segr
egated
classes in USA
214
School
Goldring & Addi
1989
4
6,731
4
0.15
Desegr
egated vs segr
egated
classes in Israel

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
College halls of r
esidence
215
School
Blimling
1999
10
11,581
23
0.05
College halls of r
esidence
Diversity of students
216
School
Bowman
2010
17
77,029
58
0.05
Diversity of students in college
on achievement
School size
217
School
Stekelenbur
g
1991
21
120
0.43
High school size on achievement
Summer vacation
218
School
Cooper
, Nye, Charlton, 
1996
39
62
–0.09
Summer vacation on
Lindsay & Gr
eathouse
achievement
219
School
Cooper
, V
alentine, 
2003
39
44,000
649
0.06
Modified school year vs longer 
Charlton & Melson
summer br
eaks
Mobility
220
School
Jones
1989
93
51,057
141
–0.50
Mobility and achievement
221
School
Mehana
1997
26
2,889
45
–0.24
0.005
Mobility and achievement
222
School
Diaz
1992
62
131,689
354
–0.28
Moving fr
om community college
to four
-year institutions
Out-of-school experiences
223
School
Lauer
, Akiba, Wilkerson,
2006
30
15,277
24
0.10
After
-school pr
ograms on
Apthorp, Snow & 
reading and maths
Martin-Glenn
224
School
Lauer
, Akiba, Wilkerson,
2006
22
15,277
26
0.07
Summer school pr
ograms on
Apthorp, Snow & 
reading and maths
Martin-Glenn

School counselling effects
225
School
Whiston, T
ai, Rahar
dja 
2009
150
84
0.30
Counselling on cognitive
& Eder
outcomes
226
School
Reese, Pr
out, 
2010
65
28
0.23
Counselling on cognitive
Zirkelback & Anderson
outcomes
227
School
Pr
out & Pr
out
1998
17
550
6
0.00
Counselling on cognitive
outcomes
Principals/school leaders
228
School
Neuman, Edwar
ds 
1989
126
238
0.159
0.034
Or
ganizational development
& Raju
interventions
229
School
Pantili, Williams & 
1991
32
10,773
32
0.41
Assessment ratings of principals
Fortune
and job performance
230
School
Gasper
1992
22
25
0.81
T
ransformational leadership
231
School
Bosker & Witziers
1995
21
65
0.04
Principals on student
achievement
232
School
Br
own
2001
38
339
0.57
0.028
Leadership on student
achievement
233
School
Bulris
2009
30
3,378
152
0.70
Leadership school cultur
e on
outcomes
234
School
Wiseman
2002
59
16,326
59
–0.26
Instructional management on
achievement
235
School
Witziers, Bosker & 
2003
61
377
0.02
Principals on student
Kruger
achievement
236
School
W
aters, Marzano & 
2003
70
1,100,000
70
0.25
Principals on student 
McNulty
achievement
237
School
W
a
ters & Marzano
2006
27
27
0.49
District superintendents on
achievement
238
School
Chin
2007
21
6,558
11
1.12
T
ransformational leadership
239
School
Robinson, Lloyd & 
2008
14
14
0.39
Principals on student
Rowe
achievement

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS