Effective differentiation practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education
We checked this card's citation and the finding we state against the source's own page or record in October 2026.
What it found
Differentiation through computer systems, and differentiation built into a broader program or reform, had small to moderate positive effects on language and math. Grouping students by ability, between or within classes, had a small negative effect for low-ability students and no effect for others.
What kind of study it is
- Design
- Meta-analysis
- Weight
- A synthesis: it pools or weighs many studies, so it carries the most weight on the evidence meter.
- Sample
- 21 studies in primary education since 1995, 78 effect sizes, language and math
- Who
- School-age children (K–12)
Read it
doi.org/10.1016/j.edurev.2018.02.002
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Cited in the Library
Cite this study
Deunk, M. I., Smale-Jacobse, A. E., de Boer, H., Doolaard, S., & Bosker, R. J. (2018). Effective differentiation practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational Research Review, 24, 31–54. https://doi.org/10.1016/j.edurev.2018.02.002
Checked against the source in October 2026. All studies · How we rate the evidence · Something wrong? Tell us.