Low Effect Sizes of Evidence-Based Programs in School Settings

Abstract

School practitioners working from an evidence-based practice framework are expected to implement interventions that are effective with students. In the current study, the authors explore the feasibility of that expectation in light of the availability of critical effect size information necessary for making informed intervention decisions. Effect sizes for 51 school-based programs endorsed as effective by authoritative sources were reviewed. Effect size analyses reveal that the programs were not, on average, highly effective. Difficulties finding effect size information and programs with high effect sizes are discussed. Recent advances in evidence-based programs and suggestions for increasing the feasibility of evidence-based programs in schools are offered.

KEYWORDS:

• Evidence-based practice
• schools
• programs
• effect size
• effectiveness

Notes

The findings of this study were previously presented in the dissertation of the first author (Powers, 2005). The review of evidence-based programs included in the dissertation was supported by a grant to Flying Bridge Technologies from the National Institutes of Health (NIH) and National Institute on Drug Abuse (NIDA), grant number 2 R42DA013865-02. Findings, opinions and recommendations expressed in this article are those of the authors and not necessarily those of Flying Bridge Technologies, NIH, or NIDA. The authors gratefully acknowledge the input of committee members Philip R. Costanzo, Jack M. Richman, and Gary L. Shaffer to the dissertation upon which the article is based.