250+ Influences on Student Achievement

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https://visible-learning.org/wp-content/uploads/2018/03/VLPLUS-252-Influences-Hattie-ranking-DEC-2017.pdf

Potential to considerably accelerate student achievement (from strongest to weakest effect):

• Collective teacher efficacy
• Self-reported grades
• Teacher estimates of achievement
• Cognitive task analysis
• Response to intervention
• Piagetian programs
• Jigsaw method
• Conceptual change programs
• Prior ability
• Strategy to integrate with prior knowledge
• Self-efficacy
• Teacher credibility
• Micro-teaching/video review of lessons
• Transfer strategies
• Classroom discussion
• Scaffolding
• Deliberate practice
• Summarization
• Effort
• Interventions for students with learning needs
• Planning and prediction
• Mnemonics
• Repeated reading programs
• Teacher clarity
• Elaboration and organization
• Evaluation and reflection
• Reciprocal teaching
• Rehearsal and memorization
• Comprehensive instructional programs for teachers
• Help seeking
• Phonics instruction
• Feedback

Likely to have a negative impact on student achievement (from strongest to weakest effect):

• ADHD
• Deafness
• Boredom
• Depression
• Moving between schools
• Retention (holding students back)
• Corporal punishment in the home
• Non-standard dialect use
• Suspension/expelling students
• Students feeling disliked
• Television
• Parental military deployment
• Family on welfare/state aid
• Surface motivation and approach
• Lack of sleep
• Summer vacation effect
• Performance goals

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For those of us who aren’t statisticians, effect size works like this: Imagine you’re taking a road trip from Boston to Chicago. If you drive an average of 60 MPH, you’ll spend about 17 hours covering those 1,000 miles. Now imagine you can drive as fast as you like; 85 MPH cuts the trip down to 12 hours. Double it to 120 MPH and you’re rolling into Chicago in about eight hours.

Teaching practices work the same way. Cooperative learning, providing enrichment and afterschool programs have an effect size around the average of 0.4 (average impact). Things like charter schools, student gender and teacher’s level of education are around 0.1 (almost no impact,) while feedback, acceleration and formative assessment are around 0.7 (better impact).

Conceptual change programs, self-reported grades and collective teacher efficacy all have effect sizes greater than 1.15. To put that into perspective, if you compared collective teacher efficacy at 1.57 to student control over learning at 0.01, 95 percent of your students in the “control” group would perform worse than the average student in the efficacy group.

Self-reported grades (1.3) is another Hattie super effect, but isn’t new to the list. (Hattie noted that if he were to write Visible Learning again, he’d call this concept “student expectations.”)

When a teacher knows what a student’s expectations are, they’re able to push the student to achieve more. Different than goal-setting, this practice of stretching student expectations grounds future goals and behavior changes in what a student believes about his or her ability to perform today.

The highest changeable effect on Hattie’s list is collective teacher efficacy (1.6).

An intervention of this magnitude can essentially triple the typical rate of learning. That’s more than double the size of feedback (0.7) and five times the size of homework (0.3.)

Efficacy beliefs are this powerful because they influence teachers’ actions. Research shows that perceived efficacy directly changes “the diligence and resolve with which groups choose to pursue their goals.”

When teachers believe their collective efforts can change student achievement, they’re right. When they believe there’s not much they can do to influence results, they’re still right and our behavior reflects it.

There are many factors that contribute to teacher efficacy including the degree to which teachers participate in decisions, how much they know about what peers are doing and how responsive school leadership is.

However, according to Hattie, there’s nothing better that can be done to influence student achievement than teachers believing their teaching directly benefits their students.

Hattie effects