Factors Associated with Students' Achievement: A Synthesis of NELS Results
This study synthesizes the effect size of variables having association with students’ academic achievement. Correlation coefficients and data derived from comparison categories based on the National Educational Longitudinal Study were converted to effect sizes. It was found that after students’ prior achievement and demographic factors were separated from those of student， school， and family factors， prior achievement became the most significant factor and its mean effect size grew steadily from Grade 8 through 12. The practical implication for educational policy is that when we want to improve the academic achievement of a low-achiever， such as in the implementation of the “No Child Left Behind” policy， the most efficient way would be to diagnose his or her achievement level and find out the deficiency in the basic knowledge that he or she has， and then this achievement level can be used to estimate the starting point for supplementary instruction.
|關鍵詞||美國國家教育長期追蹤研究、統合分析、學業成就、Academic achievement、National educational longitudinal study、NELS、Synthetic analysis|