Low Effect Sizes of Evidence-Based Programs in School Settings

Bibliographic Data

ID12787231
AuthorsJoelle D Powers (University of North Carolina at Chapel Hill, corresponding author), Natasha K Bowen (0000-0003-0026-1764, University of North Carolina at Chapel Hill), Kristina C Webber (University of North Carolina at Chapel Hill), Gary L Bowen (0000-0002-6940-5474, University of North Carolina at Chapel Hill)
Year2011
Volume8
Issue4
Pages397-415
Publication date2011-07-29
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Evidence-Based Social Work (JOURNAL)
Journal identifiersISSN: 1543-3714 • E-ISSN: 1543-3722
PublisherHaworth Press (PUBLISHER • US)
DOI10.1080/15433714.2011.534316
PMID21827306
OpenAlexW2007616929
LanguageEN
Citations received1
References cited63

School practitioners working from an evidence-based practice framework are expected to implement interventions that are effective with students. In the current study, the authors explore the feasibility of that expectation in light of the availability of critical effect size information necessary for making informed intervention decisions. Effect sizes for 51 school-based programs endorsed as effective by authoritative sources were reviewed. Effect size analyses reveal that the programs were not, on average, highly effective. Difficulties finding effect size information and programs with high effect sizes are discussed. Recent advances in evidence-based programs and suggestions for increasing the feasibility of evidence-based programs in schools are offered

Mathematics education · Child and Adolescent Psychosocial and Emotional Development · Childhood Cancer Survivors' Quality of Life · Computer Science · Family and Disability Support Research · Psychology

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