Published online first in:
Review of Educational Research
March 5, 2015

Robin Jacob, University of Michigan
Julia Parkinson, American Institutes for Research

Abstract

This article systematically reviews what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between executive function and achievement that does not differ by executive function construct, age, or measurement type but finds no compelling evidence that a causal association between the two exists.

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  "Study: Little Evidence That Executive Function Interventions Boost Student Achievement"

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