A Meta-analysis of School Effectiveness Studies = Un metaanálisis de estudios de eficacia escolar

Jaap Scheerens , Bob Witziers , Rien Steen

A meta-analysis was carried out on the basis of 155 research studies on school
effectiveness, comprising a total of 1.211 associations between school effectiveness
enhancing factors and student outcome variables. The original studies were carried
out between 1984 and 2005. The school effectiveness enhancing conditions that
were included were: cooperation between staff, an orderly school climate,
monitoring, curriculum quality, homework, learning time, parental involvement,
achievement orientation, educational leadership and differentiation. The outcome
variables were student achievement results in Mathematics, mother tongue
language and other subject matter domains, including Science. A multi level
approach to meta-analysis was used, on the basis of which numerical effect sizes
(Fischer's Z coefficients) were calculated. Effect sizes for the curriculum related
factors, curriculum quality and teaching time were relatively the highest (0,15),
closely followed by the school climate factors (orderly climate and achievement
orientation (0,14). According to widely accepted standards (Cohen, 1969), these
effects are to be considered as small effects; although in the discussion some
arguments are provided that might lead to an upgrading of what one could call
the practical significance of these effect sizes. The analyses included moderator
variables representing study characteristics that were analyzed for their influence
on the effect sizes of the various school effectiveness enhancing factors. For most
factors, effect sizes were slightly higher for studies carried out in primary schools
as compared to secondary schools. For other moderator variables, such as subject
matter area, the results were less straightforward. Results are discussed for their substantive educational implications, and their meaning for the field of empirical
school effectiveness research.