Gender, Racial, and Socioeconomic Disparities on Social and Behavioral Skills for K-8 Students With and Without Interventions: An Integrative Data Analysis of Eight Cluster Randomized Trials.

Despite decades of concern about disparities in educational outcomes for low SES students and students of color, there has been limited rigorous study of programmatic approaches for reducing these disparities in elementary or middle schools. We conducted integrative data analysis (IDA) of the combined data from eight Institute of Education Sciences funded cluster randomized trials to address the research gaps on social and behavioral outcome disparities. The final analytic sample includes 90,880 students in varying grade levels from kindergarten to grade 8 in 387 schools in 4 states (Maryland, Missouri, Virginia, and Texas).

Assessing meta-regression methods for examining moderator relationships with dependent effect sizes: A Monte Carlo simulation.

Dependent effect sizes are ubiquitous in meta-analysis. Using Monte Carlo simulation, we compared the performance of 2 methods for meta-regression with dependent effect sizes-robust variance estimation (RVE) and 3-level modeling-with the standard meta-analytic method for independent effect sizes. We further compared bias-reduced linearization and jackknife estimators as small-sample adjustments for RVE and Wald-type and likelihood ratio tests for 3-level models.

Synthesizing Evidence in Public Policy Contexts: The Challenge of Synthesis When There Are Only a Few Studies.

For a variety of reasons, researchers and evidence-based clearinghouses synthesizing the results of multiple studies often have very few studies that are eligible for any given research question. This situation is less than optimal for meta-analysis as it is usually practiced, that is, by employing inverse variance weights, which allows more informative studies to contribute relatively more to the analysis. This article outlines the choices available for synthesis when there are few studies to synthesize.

Fitting meta-analytic structural equation models with complex datasets.

A modification of the first stage of the standard procedure for two-stage meta-analytic structural equation modeling for use with large complex datasets is presented. This modification addresses two common problems that arise in such meta-analyses: (a) primary studies that provide multiple measures of the same construct and (b) the correlation coefficients that exhibit substantial heterogeneity, some of which obscures the relationships between the constructs of interest or undermines the comparability of the correlations across the cells. One component of this approach is a three-level random effects model capable of synthesizing a pooled correlation matrix with dependent correlation coefficients.

Programs to increase high school completion: a community guide systematic health equity review.

Context: High school completion (HSC) is an established predictor of long-term morbidity and mortality. U.S.

A meta-analysis of the effects of dropout prevention programs on school absenteeism.

This study reports findings from a systematic review and meta-analysis of literature examining the effects of school dropout prevention and intervention programs on students' school absenteeism outcomes. The meta-analysis synthesized 74 effect sizes measuring posttest differences in school absenteeism outcomes for youth enrolled in dropout prevention programs relative to a comparison group. Although results from randomized controlled trials indicated significant beneficial program effects, findings from quasi-experimental studies indicated no significant beneficial or detrimental effects.

The comparative effectiveness of outpatient treatment for adolescent substance abuse: a meta-analysis.

Meta-analysis was used to synthesize research on the effects of outpatient treatment on substance use outcomes for adolescents with substance use disorders. An extensive literature search located 45 eligible experimental or quasi-experimental studies reporting 73 treatment-comparison group pairs, with many of the comparison groups also receiving some treatment. The first analysis examined 250 effect sizes for the substance use outcomes of adolescents receiving different types of treatment relative to the respective comparison groups.

School-based interventions for aggressive and disruptive behavior: update of a meta-analysis.

Background: Research about the effectiveness of school-based psychosocial prevention programs for reducing aggressive and disruptive behavior was synthesized using meta-analysis. This work updated previous work by the authors and further investigated which program and student characteristics were associated with the most positive outcomes.

Methods: Two hundred forty-nine experimental and quasi-experimental studies of school-based programs with outcomes representing aggressive and/or disruptive behavior were obtained.

Investigation of a novel, heritable bleeding diathesis of Thoroughbred horses and development of a screening assay.

Background: Bleeding in racing horses associated with exercise appears to be multifactorial, and clinical investigation into severe cases rarely occurs. Previously, we reported a severe bleeding diathesis in a Thoroughbred mare. Herein, we describe the cellular physiology of this defect, provide a diagnostic tool for identifying it, and demonstrate that the dysfunction is heritable.

Automated flow cytometric analysis of blood cells in cerebrospinal fluid: analytic performance.

We compared the performance of an automated method for obtaining RBC and WBC counts and WBC differential counts in cerebrospinal fluid (CSF) samples with the reference manual method. Results from 325 samples from 10 worldwide clinical sites were used to demonstrate the accuracy, precision, and linearity of the method. Accuracy statistics for absolute cell counts showed a high correlation between methods, with correlation coefficients for all reportable absolute counts greater than 0.

The effects of school-based intervention programs on aggressive behavior: a meta-analysis.

Research on the effectiveness of school-based programs for preventing or reducing aggressive behavior was synthesized with a meta-analysis. Changes in aggressive behavior between pretest and posttest were analyzed for developmental patterns and characteristics associated with differential effects. Control groups showed little change in aggressive behavior, but there were significant reductions among intervention groups.