New Meta-Analysis published: School Characteristics That Make a Difference in Student Learning Outcomes in Science and Math

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Cover Studies in Science Education

A new meta-analysis authored by our team is published in the peer-reviewed journal Studies in Science Education: by means of 71 original research articles with a total sample of 3,960,281 secondary students, 260,390 schools, and 285 effect sizes, we examined the role of school characteristics for student engagement, as well as motivational and cognitive learning outcomes in science and mathematics. The results of multilevel meta-analyses sheds light on the most promising school characteristics and emphasizes schools’ potential for students’ learning outcomes. For more information click here