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ERIC Number: ED475904
Record Type: Non-Journal
Publication Date: 2002-Dec
Pages: 126
Abstractor: N/A
Helping At-Risk Students Meet Standards: A Synthesis of Evidence-Based Classroom Practices.
Barley, Zoe; Lauer, Patricia A.; Arens, Sheila A.; Apthorp, Helen A.; Englert, Kerry S.; Snow, David; Akiba, Motoko
This report synthesizes research on helping at-risk students meet academic standards. The studies chosen had to be published after 1984, be implemented in the United States, relate to K-12 students, directly assess students' academic achievement, address strategies that could be implemented in the regular classroom, and use strategies targeting low-achievement students. A total of 118 studies were sorted into six categories of classroom strategies: general instruction, cognitively oriented instruction, grouping structures, tutoring, peer tutoring, and computer-assisted instruction. Overall, results support the use of five of the strategies to help low-achieving students meet standards: cognitively oriented instruction, heterogeneous grouping structures, tutoring, peer tutoring, and computer-assisted instruction. There are positive findings for the effects of each strategy on the performance of low-achieving students, but in varying degrees, and with the exception of peer tutoring and computer-assisted instruction, only a minority of studies are considered high quality. Two appendices contain strategies to assist low-achieving students coding guide and meta-analysis methods. (Chapters contain references and annotated bibliographies.) (SM)
Mid-Continent Research for Education and Learning, 2550 South Parker Road, Suite 500, Aurora, CO 80014-1678. Tel: 303-337-0990; Fax: 303-337-3005; Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Continent Research for Education and Learning, Aurora, CO.