Empirical benchmarks to interpret intervention effects on student achievement in elementary and secondary school. Meta-analytic results from Germany.

Autor/inn/en	Brunner, Martin; Stallasch, Sophie E.; Lüdtke, Oliver
Titel	Empirical benchmarks to interpret intervention effects on student achievement in elementary and secondary school. Meta-analytic results from Germany.
Quelle	In: Journal of research on educational effectiveness, 17 (2024) 1, S. 119-157Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen; Abbildungen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1934-5739
DOI	10.1080/19345747.2023.2175753
Schlagwörter	Metaanalyse; Sekundäranalyse; Systematic Review; Sozioökonomischer Status; Sekundarstufe II; Grundschule; Migrationshintergrund; Benchmarking; Intervention
Abstract	To assess the meaningfulness of an intervention effect on students' achievement, researchers may apply empirical benchmarks as standards for comparisons, involving normative expectations for students' academic growth as well as performance gaps between weak and average schools or policy-relevant groups (e.g., male and female students, students from socioeconomically advantaged or disadvantaged families, students with or without a migration background). Previous research made these empirical benchmarks available for students in the United States. We expand this line of research by providing novel meta-analytic evidence on these empirical benchmarks for students attending elementary and secondary schools in Germany for a broad variety of achievement outcomes. Drawing on the results obtained for large probability samples, we observed variations in each kind of benchmark across countries as well as across and within domains and student subpopulations within Germany. Thus, the assessment of the very same intervention effect may depend on the target population and outcome of the intervention. We offer guidelines and illustrations for applying empirical benchmarks to assess the magnitude of intervention effects. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1