Measuring the Effects of Schooling

1992/04/01 by John Hattie · 1 citation

paper · doi:10.1177/000494419203600102

crossref issued 1992/04/01 · crossref published 1992/04/01 · crossref published-online 1992/04/01 · crossref published-print 1992/04/01 · crossref created 2017/01/12 · crossref deposited 2026/04/28 · crossref indexed 2026/07/30

Abstract

A simple model to measure the effects of innovation and schooling is proposed. Using a synthesis of 134 meta-analyses, it is demonstrated that educational innovations can be expected to change average achievement outcomes by .4 standard deviations and affective outcomes by .2 standard deviations. The implications of this model are discussed and the major critical determinants of effective education relate to factors under the control of teachers and students rather than to home, curricula or administrative effects.

Cited by

• Examining Students' Mathematics Achievement: A Multilevel Analysis of Students' Motivational Beliefs and School Mathematics Instructional Quality

Related

• A synthesis of studies searching for school factors: Implications for theory and research
• A Comparison of Value-Added Models for School Accountability
• An Exchange: Part I : Does Money Matter? A Meta-Analysis of Studies of the Effects of Differential School Inputs on Student Outcomes
• Mixed-effects location scale models for joint modelling school value-added effects on the mean and variance of student achievement
• Assessing the Effects of School Resources on Student Performance: An Update