Used meta-analysis of 60 studies to investigate the direction and magnitude of the relationships between a variety of school inputs and student achievement. Analysis finds a broad range of resources to be positively related to academic achievement and further suggests that moderate increases in spending may be associated with significant increases…

Supports the findings of a meta-analysis that demonstrates that student achievement is related to the availability of resources, disagreeing with criticisms of method and sample selection made by E. Hanushek (1996). (SLD)

Identification of general effects for open education is hindered by differences in the implementation of open education programs. Seven possible features of programs were identified. Effect size estimates were used to identify effective open education programs from 153 studies. Further analysis revealed the characteristics of the effective…

Analyzes effect sizes in tails of distribution of scores in Feingold's study of joint effects of gender differences in mean and variability on 28 cognitive-ability scales. Effect sizes are smaller than Feingold assumed. Evaluates joint effect of gender differences by number of males and females in extreme score ranges. (SLD)

Feingold's reply illustrates that his steps in characterizing tail effect sizes are not the calculations the authors had imagined. Attempting to reproduce Feingold's calculations, the authors still often find themselves in disagreement with interpretations Feingold has placed in his table. (SLD)

M. Wang, G. Haertel, and H. Walberg have produced a summary of the bivariate relationships that influence learning. The problem is how to convert such evidence into knowledge, and the knowledge into policy. Discusses how health science provides a guide for making the conversion from evidence to policy. (SLD)