Little evidence that executive function interventions boost student achievement

Despite growing enthusiasm among educators and scholars about the potential of school-based executive function interventions to significantly increase student achievement, a federally funded meta-analysis of 25 years’ worth of research finds no conclusive evidence that developing students’ executive function skills leads to better academic performance, according to a new study published today in Review of Educational Research, a peer-reviewed journal of the American Educational Research Association. —> Read More Here


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