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Sneyers, Eline; De Witte, Kristof – Educational Review, 2018
This article provides a meta-analysis on the effect of academic probation, student-faculty mentoring and need-based grants on various student outcomes. Using 25 (quasi-) experimental studies, we find that academic probation has a significant negative effect on retention (d = -0.17), while it does not have an effect on graduation. Student-faculty…
Descriptors: Intervention, Higher Education, Academic Achievement, Meta Analysis
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Cabus, Sofie J.; Ariës, Roel J. – Educational Review, 2017
Theory and evidence indicate that, if family size grows, the younger children will get less parental involvement than the older children. These differences in parental involvement through birth order may impact academic achievement if, and only if, parental involvement is an important determinant of children's educational attainment. The oldest…
Descriptors: Parent Participation, Academic Achievement, Foreign Countries, Birth Order
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Driessen, Geert; Agirdag, Orhan; Merry, Michael S. – Educational Review, 2016
Notwithstanding dramatically low levels of professed religiosity in Western Europe, the religious school sector continues to thrive. One explanation for this paradox is that nowadays parents choose religious schools primarily for their higher academic reputation. Empirical evidence for this presumed denominational advantage is mixed. We examine…
Descriptors: Elementary School Students, Religion, Religious Factors, Academic Achievement
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Ruijs, Nienke; Peetsma, Thea; van der Veen, Ineke – Educational Review, 2010
Current research gives some indications about how inclusive education affects students with special educational needs (SEN), but there are too many different results to draw unequivocal conclusions. It is therefore important to focus on specific factors that could influence outcomes of inclusive education. In this study, we investigated whether…
Descriptors: Educational Needs, Inclusive Schools, Special Needs Students, Accessibility (for Disabled)
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Peetsma, Thea; Vergeer, Margaretha; Karsten, Sjoerd; Roeleveld, Jaap – Educational Review, 2001
Comparison of matched pairs of elementary students in mainstream and special education showed that, after 2 years (n=504), students with disabilities achieved more in math in regular education; motivation was higher in special education. After 4 years (n=216), those in regular education had progressed more academically than those in special…
Descriptors: Academic Achievement, Behavior Problems, Cognitive Development, Elementary Education