This proposed project is a meta-analysis aiming to systematically synthesize scientific evidence from recent research (1995 to present) concerning ability grouping’s effects on children and adolescents’ academic and psychosocial development. This meta-analysis will attend to several theoretical perspectives that relate the effects of ability grouping to instructional, institutional, and social psychological dimensions of the practice. It will use six strategies to identify published or unpublished eligible studies including search in electronic databases, web search using search engines, and grey literature search. It will use Hedges’ g as an effect size index for continuous outcomes and odds ratios (OR) for dichotomous outcomes. The analysis will be conducted with a random-effects model, weighting effect sizes by inverse variances with the Hedges–Vevea method. Heterogeneity analysis will be conducted to statistically assess the variation of effect sizes across studies. Moderator analysis and meta-regression will be conducted to explore whether the differences in key study characteristics significantly relate to the mean effect sizes. Publication bias will be assessed through a funnel plot and the trim-and-fill analysis. The Cochrane Collaboration’s tool will be employed to assess risk of bias in randomized controlled trials (RCT).
|Effective start/end date||9/1/18 → 8/31/20|
- Spencer Foundation (Grant#201800157)