For teachers maximizing impact on learning

Classr
oom compositional ef
fects
Class size
240
School
Glass & Smith
1997
77
520,899
725
0.09
Class size
241
School
McGiverin et al.
1999
10
24
0.34
Class size
242
School
Shin & Chung
2009
17
17
0.20
Class size
243
School
Goldstein, Y
ang, 
2000
9
29,440
36
0.20
Class size
Omar & Thompson
Open vs traditional
244
School
Peterson
1980
45
45
0.12
T
rad vs open classr
ooms
245
School
Madamba
1980
72
72
–0.03
T
rad vs open classr
ooms on
reading
246
School
Hetzel
1980
45
45
–0.13
T
rad vs open classr
ooms
247
School
Giaconia & Hedges
1982
153
171
0.06
0.032
T
rad vs open classr
ooms
School calendar
248
School
Cooper et al.
2003
47
44,000
644
0.09
Modified school calendar vs
traditional calendar
Ability grouping
249
School
Kulik
1982
41
41
0.13
Ability gr
ouping on high-school
students
250
School
Kulik & Kulik
1982
52
51
0.10
0.045
Ability gr
ouping on high-school
students
251
School
Kulik & Kulik
1984
23
23
0.19
Ability gr
ouping in elementary
grades

252
School
Kulik & Kulik
1985
85
85
0.15
Inter
-class ability gr
ouping
253
School
Noland & T
aylor
1986
50
720
–0.08
Ability gr
ouping
254
School
Slavin
1987
14
17
0.00
Ability gr
ouping in elementary
grades
255
School
Henderson
1989
6
6
0.23
Ability gr
ouping in elementary
grades
256
School
Slavin
1990
29
29
–0.02
Ability gr
ouping on high school
students
257
School
Gutierr
ez & Slavin
1992
14
14
0.34
Non-graded elementary schools
258
School
Kulik & Kulik
1992
56
51
0.03
Ability gr
ouping
259
School
Kim
1996
96
96
0.17
Non-graded schools in Kentucky
260
School
M
osteller
, Light & Sachs
1996
10
10
0.00
Ability gr
ouping
261
School
Lou, Abrami, Spence, 
1996
12
12
0.12
Ability gr
ouping
Poulsen, Chambers & 
d’Apollonia
262
School
Neber
, Finsterwald & 
2001
12
214
0.33
Homogeneous vs heter
ogeneous
Urban
on gifted
Multi-grade/age classes
263
School
V
eenman
1995
11
11
–0.03
Multi-age classes
264
School
V
eenman
1996
56
34
–0.01
Multi-grade classes
265
School
Kim
1998
27
27
0.17
Non-graded vs multi-grade/multi-
age classes
Within-class grouping
266
School
Kulik
1985
78
78
0.15
Inter
-class ability gr
ouping
267
School
Puzio & Colby
2010
15
5,410
28
0.22
Within-class gr
ouping in r
eading
268
School
Lou, Abrami, Spence, 
1996
51
16,073
103
0.17
Within-class gr
ouping
Poulsen, Chambers & 
d’Apollonia

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
Small-group lear
ning
269
School
Springer
, Stanne & 
1997
39
3,472
116
0.46
W
orking in small gr
oups in
Donovan
college
270
School
Springer
, Stanne & 
1999
39
39
0.51
W
orking in small gr
oups in
Donovan
science
Mainstr
eaming
271
School
Carlber
g & Kavale
1980
50
27,000
50
0.12
0.092
Regular vs special class
placement
272
School
Baker
1994
13
2,532
129
0.08
Regular vs special class
placement
273
School
Dixon
1997
70
70
0.65
Regular vs special class
placement
274
School
Zumeta
2009
9
9
0.09
Regular vs special class
placement
275
School
Baker
, W
ang & W
alber
g
1994
6
6
0.20
Regular vs special class
placement
276
School
W
ang & Baker
1986
11
115
0.33
Regular vs special class
placement
Retention
277
School
Holmes
1983
7
527
–0.42
Retained vs non-r
etained
278
School
Holmes & Matthews
1984
44
11,132
575
–0.37
Retention on all students on
elementary students
279
School
Holmes
1986
17
217
–0.06
Retained vs non-r
etained
280
School
Holmes
1989
63
861
–0.15
Retention on all students
281
School
Allen, Chen, Willson 
2009
22
13,470
207
0.04
High-quality studies on r
etention
& Hughes

282
School
Y
oshida
1989
34
242
–0.38
Retention on elementary
students
283
School
Drany & Wilson
1992
22
78
0.66
Retained vs non-r
etained within
same year
284
School
Jimerson
2001
20
2,806
175
–0.39
Retained vs non-r
etained
School curricula for gifted students
Ability grouping for gifted students
285
School
Kulik & Kulik
1985
25
25
0.25
Classr
oom or
ganization on gifted
286
School
Goldring
1986
23
146
0.35
0.059
Ability gr
ouping for gifted
287
School
Rogers
1991
13
13
0.43
Gr
ouping on gifted
288
School
V
aughn, Feldhusen 
1991
8
8
0.47
0.070
Pull out pr
ograms for gifted
& Asher
289
School
Kulik & Kulik
1992
56
10
0.02
Classr
oom or
ganization on gifted
Acceleration
290
School
Kulik & Kulik
1984
26
13
0.88
0.183
On achievement outcomes on
gifted
291
School
Steenber
gen-Hu & 
2011
38
141
0.29
Acceleration on gifted
Moon
292
School
Kulik
2004
11
4,340
11
0.87
Acceleration with same age
contr
ols on gifted
Enrichment
293
School
W
allace
1989
138
22,908
136
0.57
0.010
Enrichment pr
ograms with gifted
294
School
Romney & Samuels
2001
40
13,428
47
0.35
0.025
Feuerstein’
s instrumental
enrichment with gifted
295
School
Shiell
2002
36
360
0.26
Feuerstein’
s instrumental
enrichment with gifted

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
Classr
oom influences
Classroom management
296
School
Marzano
2003
100
5
0.52
Classr
oom management on
achievement
Classroom cohesion
297
School
Haertel, W
alber
g & 
1980
12
17,805
403
0.17
0.016
Classr
oom climate
Haertel
298
School
Evans & Dion
1991
27
372
0.92
Gr
oup cohesion
299
School
Mullen & Copper
1994
49
8,702
66
0.51
Gr
oup cohesion
Classroom behavioural
300
School
Bender & Smith
1990
25
124
1.101
0.13
Classr
oom behaviour of disabled
and lear
ning disabilities
301
School
DuPaul & Eckert
1997
63
637
0.58
0.450
School pr
ograms for ADHD
302
School
Naso, Siler
, Hougland, 
2011
58
8,394
89
0.32
Ef
fortful contr
ol
Lance, Maws & 
Bridgett
303
School
Frazier
, Y
oungstr
on, 
2007
72
181
0.71
Pr
ograms for ADHD
Glutting & W
atkins
Decr
easing disruptive behaviour
304
School
Skiba & Casey
1985
41
883
26
0.93
Classr
oom disruptive behaviour
305
School
Stage & Quir
oz
1997
99
5,057
289
0.78
0.034
Decr
easing disruptive behaviour
306
Student
Reid, Gonzalez, 
2004
25
2,486
101
–0.69
0.040
Emotional/behavioural
Nor
dness, T
rout & 
disturbance
Epstein

Peer influences
307
School
Ide, Parkerson, 
1980
12
122
0.53
Peer influences on achievement
Haertel & W
alber
g
TEACHER
T
eacher ef
fects
308
T
eacher
Mye, Konstantopoulos 
2004
18
18
0.32
0.020
Overall teacher ef
fects
& Hedges
T
eacher training
309
T
eacher
Qu, Becker & Kennedy
2004
24
192
0.08
0.044
Certified vs alter
native certified
teachers
310
T
eacher
Hacke
2010
21
1,989,761
21
0.09
NBC vs non-NBC teachers
311
T
eacher
Qu, Becker & Kennedy
2004
24
76
0.14
T
rad vs emer
gency licensed
teachers
312
T
eacher
Kelley & Camilli
2007
32
105
0.15
T
eacher ed in early childhood
313
T
eacher
Sparks
2004
5
1
8
0.12
T
rad vs emer
gency or
pr
obationary training
Micro-teaching
314
T
eacher
Butcher
1981
47
47
0.55
T
eacher training on teacher skills
315
T
eacher
Y
eany & Padilla
1986
183
183
1.18
T
eacher training on teacher skills
in science
316
T
eacher
Bennett
1987
112
126
1.10
T
eacher training on teacher skills
317
T
eacher
Metcalf
1993
60
83
0.70
Lab experiences in teacher
education on teacher skills
T
eacher subject matter knowledge
318
T
eacher
Druva & Anderson
1983
65
360
0.06
T
eacher backgr
ound in science
319
T
eacher
Ahn & Choi
2004
27
64
0.12
0.016
T
eacher knowledge in
mathematics

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
Quality of teaching
320
T
eacher
Cohen
1980
22
22
0.33
Feedback fr
om student ratings
321
T
eacher
Cohen
1981
19
19
0.68
Student rating of teacher
322
T
eacher
Cohen
1981
41
68
0.48
Student rating of teacher
323
T
eacher
Clayson
2008
17
42
0.66
Student rating of teacher
324
T
eacher
Abrami, Leventhal & 
1982
12
12
0.29
Expr
essiveness of teacher
Perry
325
T
eacher
Cohen
1986
47
74
0.44
0.060
Student rating of teacher
T
eacher–student r
elationships
326
T
eacher
Cor
nelius-White
2007
229
355,325
1450
0.72
0.01
T
eacher–student r
elations on
achievement
Professional development
327
T
eacher
Joslin
1980
137
47,000
902
0.81
In-service teacher education
328
T
eacher
Harrison
1980
47
47
0.80
Staf
f development
329
T
eacher
W
ade
1985
91
715
0.37
In-service teacher education on
achievement
330
T
eacher
Blank & Alas
2010
16
1,063
21
0.21
0.080
PD in student outcomes
331
T
eacher
Lomos, Hofman & 
2011
5
5
0.25
0.031
Pr
ofessional communities on
Bosker
student outcomes
332
T
eacher
Salinas
2010
15
42
0.57
0.130
PD in mathematics
333
T
eacher
Y
oon, Duncan, Lee 
2008
9
9
0.54
PD on student outcomes
& Shapley
334
T
eacher
Batts
1988
40
101
0.40
Using consultants to coach
teachers
335
T
eacher
Tinoca
2004
35
37
0.45
0.007
PD in science

336
T
eacher
Timperley
, Wilson, 
2007
227
183
0.66
0.060
PD on student outcomes
Barrar & Fung
Expectations
337
T
eacher
Rosenthal & Rubin
1978
345
345
0.70
0.200
T
eacher expectations
338
T
eacher
Smith
1980
46
149
0.82
339
T
eacher
Dusek & Joseph
1983
102
102
0.39
T
eacher expectations
340
T
eacher
Raudenbush
1984
18
33
0.08
0.044
T
eacher expectations
341
T
eacher
Harris & Rosenthal
1985
53
53
0.41
T
eacher expectations
342
T
eacher
Ritts, Patterson & 
1992
12
12
0.36
Expectations of physical 
T
ubbs
attractiveness and achievement
343
T
eacher
Ide, Parkerson, 
1995
59
51
0.47
0.042
Physical attractiveness on
Haertel & W
alber
g
achievement
344
T
eacher
T
enebaum & Ruck
2007
39
39
0.23
0.040
T
eacher expectations
Labelling students
345
T
eacher
Fuchs, Fuchs, Mathes, 
1985
79
79
0.61
Low-achieving non-disabled
Lipsey & Roberts
students vs lear
ning disabled in
reading
T
eacher verbal ability
346
T
eacher
Aloe & Becker
2009
21
58
0.22
0.027
T
eacher verbal ability on
outcomes
T
eacher cr
edibility
347
T
eacher
Finn, Schr
odt, Witt, 
2009
51
14,378
51
0.90
0.050
T
eacher cr
edibility
Elledge, Jer
nber
g & 
Larson
T
eacher clarity
348
T
eacher
Fendick
1991
na
na
0.75
T
eacher clarity on outcomes

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
CURRICULA
Reading, writing, and the arts
V
isual-perception programs
349
Curricula
Kavale
1980
31
4,400
101
0.70
0.102
Auditory-visual integration
350
Curricula
Kavale
1981
106
723
0.767
Auditory per
ception
351
Curricula
Kavale
1982
161
325,000
1571
0.81
0.008
V
isual per
ceptual skills in r
eading
352
Curricula
Kavale
1984a
59
173
0.09
0.014
Fr
ostig developmental training in
reading
353
Curricula
Kavale
1984c
59
173
0.18
0.028
V
isual per
ceptual skills
354
Curricula
Kavale & For
ness
2000
267
50,000
2294
0.76
0.012
Auditory-visual pr
ocesses
V
ocabular
y programs
355
Curricula
Kavale
1982
36
240
0.38
Psycholinguistic training
356
Curricula
Stahl & Fairbanks
1986
41
41
0.97
0.127
V
o
cabulary interventions
357
Curricula
A
rnold, Myette & Casto
1986
30
87
0.59
0.090
Language intervention
358
Curricula
Nye, Foster & Seaman
1987
61
299
1.04
0.107
Language intervention
359
Curricula
Marulis & Neuman
2010
67
216
0.88
V
ocabulary intervention on wor
d
lear
ning
360
Curricula
Abraham
2008
11
11
0.73
Using wor
d glosses on
vocabulary lear
ning
361
Curricula
Piasta & W
agner
2011
63
8,468
82
0.43
Alphabet lear
ning on outcomes
362
Curricula
Poirier
1989
61
61
0.5
Language intervention
363
Curricula
M
armolejo
1990
33
33
0.69
V
o
cabulary interventions
364
Curricula
Klesius & Searls
1990
39
39
0.50
V
o
cabulary interventions

Phonics instruction
365
Curricula
W
agner
1988
16
1766
0.38
Phonological pr
ocessing abilities
366
Curricula
Fukkink & de Glopper
1998
12
21
0.43
0.120
Deriving wor
d meaning fr
om
context
367
Curricula
Metsala, Stanovich 
1998
17
1,116
38
0.58
0.060
Spelling to sound r
egularities 
& Br
own
and r
eading
368
Curricula
M
iller 1999
18
882
18
1.53
0.231
Phonemic 
awar
eness 
pr
ograms
369
Curricula
Bus & van IJzendoor
n
1999
70
5,843
1484
0.73
Phonological awar
eness training
370
Curricula
Jeynes
2008
22
5,000
22
0.23
Phonics for minority students
371
Curricula
Sherman
2007
26
1,358
88
0.26
Phonemic awar
eness and
phonics instruction
372
Curricula
Thomas
2000
8
715
10
1.02
Phonemic awar
eness
373
Curricula
National Reading Panel
2000
52
96
0.53
Phonemic awar
eness
374
Curricula
National Reading Panel
2000
38
66
0.44
Phonics instruction
375
Curricula
National Reading Panel
2000
14
14
0.41
Fluency
376
Curricula
Ehri, Nunes, Stahl & 
2001
34
66
0.41
Systematic phonics instruction
Willows
377
Curricula
Ehri, Nunes, Willows, 
2001
52
72
0.53
Phonemic awar
eness on r
eading
Schuster
, Y
aghoub-
Zadeh & Shanahan
378
Curricula
Swanson, T
rainin, 
2003
35
3,568
2257
0.93
0.473
Rapid naming, phonological
Necoechea & Hammill 
awar
eness
379
Curricula
Goodwin & Ahn
2010
17
79
0.33
0.070
Morphological teaching
380
Curricula
Bowers, Kirby & 
2010
22
2,652
285
0.32
Morphological teaching
Deacon
381
Curricula
W
eiser & Mathes
2011
11
11
0.78
Encoding instruction
382
Curricula
Camilli, V
a
rgas & 
2003
40
40
0.24
Phonics instruction
Y
ir
ecko
383
Curricula
T
or
gerson, Br
ooks & 
2006
19
20
0.27
Phonics instruction
Hall

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
Sentence-combining programs
384
Curricula
Neville & Searls
1991
24
29
0.09
Sentence-combining on r
eading
385
Curricula
Fusar
o
1993
11
11
0.20
0.087
Ef
fects of sentence-combining
Repeated r
eading programs
386
Curricula
Therrien
2004
33
28
0.65
0.080
Repeated r
eading
387
Curricula
Char
d, V
aughn & T
yler
2002
21
128
0.68
Repeated r
eading without a
model
Compr
ehension programs
388
Curricula
P
flaum, W
alber
g, 
1980
31
341
0.60
Reading instruction
Kar
egiances & Rasher
389
Curricula
Rowe
1985
137
1537
0.70
0.044
Reading compr
ehension
interventions
390
Curricula
Y
ang
1997
39
162
0.33
Pr
ograms to enhance r
eading
fluency
391
Curricula
O’Shaughnessy & 
1998
41
1,783
161
0.61
0.069
Non vs lear
ning disabled on
Swanson
memory pr
ocessing of
information
392
Curricula
K
an & Windsor
2010
28
582
244
0.60
W
o
rd
 lear
ning
393
Curricula
Swanbor
n & de 
1999
20
2,130
20
0.15
Incidental wor
d
 lear
ning
Glopper
394
Curricula
Swanson
1999
112
3,895
334
0.77
0.055
Reading interventions
395
Curricula
Ber
ger & Winner
2000
9
378
0.10
V
isual arts pr
ograms on 
reading
396
Curricula
Edmonds et al.
2010
29
976
29
0.89
Reading interventions with older
students
397
Curricula
Scammaca, Roberts, 
2007
31
31
0.95
Reading intervention for older
V
aughn, Edmonds, 
students

W
exler
, Reutebuch 
& T
o
rgesen
398
Curricula
Benner
, Nelson, 
2010
24
187
35
1.13
Reading instruction for lear
ning
Ralston & Mooney
disabled students
399
Curricula
Slavin 2009
63
22,000
63
0.22
Ef
fective 
reading 
pr
ograms
400
Curricula
Elleman, Lindo, 
2009
37
3,063
44
0.50
V
o
cabulary interventions
Morphy & Compton
401
Curricula
van Steensel, 
2011
30
47
0.18
Family literacy pr
ograms
McElvany
, Kurvers 
& Herppich
402
Curricula
Sencibaugh
2005
15
538
23
1.15
V
isual or auditory pr
ograms to
impr
ove compr
ehension
403
Curricula
Guthrie, McRae & 
2007
11
2,861
75
0.78
Concept-oriented r
eading
Klauda
pr
ogram
Whole language
404
Curricula
Stahl & Miller
1989
15
117
0.09
0.056
Ef
fects of whole-language
instruction
405
Curricula
Gee
1993
21
52
0.65
Ef
fects of whole-language
instruction
406
Curricula
Stahl, McKenna 
1994
14
14
0.15
Ef
fects of whole-language 
& Pagnucco
instruction
407
Curricula
Jeynes & Littell 
2000
14
630
14
–0.65
Ef
fects of whole-language
instruction
Exposur
e to r
eading
408
Curricula
Bus, van IJzendoor
n 
995
29
3,410
33
0.59
Joint book r
eading
& Pellegrini
1
409
Curricula
B
lok
1999
11
53
0.63
0.140
Reading to young childr
en
410
Curricula
Mol & Bus
2011
99
7,669
383
0.78
Print exposur
e
411
Curricula
T
or
gerson, King & 
2002
8
8
0.19
V
olunteers helping to r
ead
Sowden
412
Curricula
Y
oon
2002
7
3,183
7
0.12
0.040
Sustained silent r
eading
413
Curricula
Lewis & Samuels
2005
49
112,000
182
0.10
Time on r
eading
414
Curricula
B
ur
ger & Winner
2005
10
10
0.52
V
isual arts on r
e
ading r
eadiness

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
Second/third-chance programs
415
Curricula
B
atya, V
aughn, 
2000
16
16
0.66
Reading r
ecovery pr
ograms
Hughes & Moody
416
Curricula
D’Agostino & Murphy
2004
36
5,685
1379
0.34
Reading r
ecovery pr
ograms
W
riting programs
417
Curricula
Hillocks
1984
60
11,705
73
0.28
0.020
T
eaching writing
418
Curricula
Atkinson
1993
20
55
0.40
0.063
W
riting pr
ojects
419
Curricula
Gersten & Baker
2001
13
13
0.81
0.031
Expr
essive writing
420
Curricula
Bangert-Dr
owns, 
2004
46
5,416
46
0.26
0.058
School-based writing to lear
n
Hurley & Wilkinson
interventions
421
Curricula
Graham & Perin
2007
123
14068
154
0.43
0.036
W
riting pr
ograms
Drama/arts programs
422
Curricula
Kar
dash & W
right
1987
16
36
0.67
0.090
Cr
eative dramatics
423
Curricula
Podlozny
2000
17
17
0.31
Drama on r
eading
424
Curricula
M
oga, Bur
ger
, 
2000
8
2,271
8
0.35
Arts pr
ograms on cr
eativity
Hetland & Winner
425
Curricula
W
inner & Cooper
2000
31
24
0.06
Arts pr
ograms on 
achievement
426
Curricula
Keinanen, Hetland & 
2000
527
69,564
527
0.43
Dance on r
eading
Winner
427
Curricula
Butzlaf
f
2000
30
5,734,878
30
0.35
Music pr
ograms on r
eading
428
Curricula
Hetland
2000
15
1,170
15
0.80
Music pr
ograms on spatial
reasoning
429
Curricula
Hetland
2000
15
15
0.06
Music pr
ograms on 
intelligence

430
Curricula
V
aughn
2000
20
20
0.30
Music study/listening and maths
431
Curricula
Hetland
2000b
36
36
0.23
Listening to music