This systematic review and meta-analysis seeks to identify effective academic interventions for elementary and middle school students with low socioeconomic status. The results from this study have shown that there are interventions capable of substantially improving educational achievement of students from families with low SES. Tutoring, cooperative learning, and feedback and progress monitoring seem to be especially promising components of such interventions. In sum, the results of this review provide motivation to increase efforts both to implement interventions for low SES students, and to design studies that may answer the pending questions of what types of interventions are most cost-effective.
Dietrichson, J., Bøg, M., Filges, T., & Jørgensen, A. K., (2017). Academic interventions for elementary and middle school students with low socioeconomic status: A systematic review and meta-analysis. Review of Educational Research, 87(2), 243-282. https://dx.doi.org/10.3102/0034654316687036