eric.ed.gov har udgivet:
REL Midwest conducted a systematic review of research on interventions that may improve academic outcomes for Black students. The review entailed a search for studies that provide evidence at Tier I (strong evidence), Tier II (moderate evidence), or Tier III (promising evidence) according to the Every Student Succeeds Act, and explicitly mention associations between an intervention and Black students’ achievement in math or reading, dropout rates, or graduation rates. After screening 3,917 studies, REL Midwest identified 24 studies that provided Tier III evidence (promising evidence) supportive of 22 interventions. No studies were identified that provided Tier I or Tier II evidence. The 22 interventions include consulting with district assistance and intervention teams, hiring certified teachers, adopting the Elementary School Success Profile Model of Assessment and Prevention, adopting the Good Behavior Game with enhanced academic curriculum, connecting male Black youth with school and community mentors, encouraging parents to become involved with their child’s education at home, encouraging parental involvement at school, adopting the Positive Action program, adopting the Student Success Skills program, developing student-teacher relationships, using formative assessments, including specific topics in math instruction for students in kindergarten and grade 4, communicating high expectations to students, assigning homework, using instructional reform practices in math, increasing instructional time in math, encouraging students to participate in out-of-school programs, implementing a summer reading program with free books, encouraging participation in urban debate leagues, and introducing Black students to self-affirmation techniques. The 22 interventions and the studies that provide supportive evidence are presented. Three appendices present (1) literature review methodology, (2) a table that lists the interventions supported by promising evidence, and (3) a table that lists interventions found to have no statistically significant associations with achievement outcomes for Black students or that are associated with unfavorable outcomes for Black students.