Rank | Most Influence | Effect Size |
1 |
Self-reported grades/Student expectations |
1.44 |
2 |
Piagetian programs |
1.28 |
3 |
Response to Intervention |
1.07 |
4 |
Teacher credibility |
0.90 |
5 |
Providing formative evaluation |
0.90 |
6 |
Micro-teaching |
0.88 |
7 |
Classroom discussion |
0.82 |
8 |
Comprehensive interventions for learning disabled students |
0.77 |
9 |
Teacher clarity |
0.75 |
10 |
Teacher clarity |
0.75 |
Rank | Most Influence | Effect Size |
136 |
Teacher subject matter knowledge |
0.09 |
137 |
Changing school calendars/timetables |
0.09 |
138 |
Out-of-school curricular experiences |
0.09 |
139 |
Perceptual-motor programs |
0.08 |
140 |
Whole language |
0.06 |
141 |
Ethnic diversity of students |
0.05 |
142 |
College halls of residence |
0.05 |
143 |
Multi-grade/multi-age classes |
0.04 |
144 |
Student control over learning |
0.04 |
145 |
Open vs. traditional |
0.01 |
146 |
Summer vacation |
-0.02 |
147 |
Welfare policies |
-0.12 |
148 |
Retention |
-0.13 |
149 |
Television |
-0.18 |
150 |
Mobility |
-0.34 |
So, according to Hattie, whole language has an effect size of 0.06, student control over learning, 0.04, retention, –0.13.
Our ideologies should not predetermine our decisions, my friends and colleagues. If it works, keep doing it. If it doesn’t, we must stop.
This directive is the foundation for the MTSS initiative. Each of our students needs whatever she or he needs to be successful.
The only way to be sure that we provide “whatever” is to collect formative data about the effect of all of our instructional strategies on each of our students. Those that work, we continue. Those that don’t, we stop using.
Organizing these strategies into an MTSS (one districtwide system, many data based supports, directed by districtwide non-negotiables) is a proven transformational strategy that works. Take a look at the 2010 and 2011 Fullan books in the Kukic Collection included below for examples from all over the country.
Because of Hattie’s work, we know what works and what doesn’t. If we really treasure our students, can we do anything other than use these data to direct our efforts? I think not.
Allain, J. (2008). The logistics of literacy intervention. Longmont, CO: Sopris West.
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Burns, M.K. & Gibbons, K.A. (2008). Implementing response-to-intervention in elementary and secondary schools. NYC: Routledge.
Byrne, Rhonda. (2006). The secret. New York: Atria Books.
Carnegie Council on Advancing Adolescent Literacy. (2010). Time to act: An agenda for advancing adolescent literacy. NYC: Carnegie Corporation of New York.
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Clark, K.K. (1984). Grow deep, not just tall. St. Paul, MN: CEP. 952-454-1163
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Collins, J.C. & Porras, J.I. (1997). Built to last. NY: HarperBusiness.
Cortiella, C. & Burnette, J. (2008). Challenging change. NY:
Covey, S.M.R. (2006). The speed of trust. NY: Simon & Schuster.
Covey, S.R. (2011). The 3rd alternative. NY: Free Press.
Covey, S.R. (2004). The 8th habit. NY: Free Press.
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Fullan, M. (2013). Stratosphere. Toronto: Pearson Canada Inc.
Fullan, M. (2011). The moral imperative realized. Thousand Oaks, CA: Corwin.
Fullan, M. (2010). All systems go. Thousand Oaks, CA: Corwin.
Fullan, M. (2010). Motion Leadership. Thousand Oaks, CA: Corwin.
Fullan, M. (2008). The six secrets of change. New York: Jossey-Bass.
Fullan, M. (2003). Change forces with a vengeance. New York: RoutledgeFalmer.
Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
Fullan, M. (1999). Change Forces: The sequel. Philadelphia: The Falmer Press.
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