Hattie's Influences on Student Achievement Under an Institutionally Racist System: What Works for Black & Brown Students

Abstract "Visible Learning", also known as Hattie’s List of E ect Sizes, is commonly used for identifying strategies to improve student achievement. It is the result of a meta-analysis synthesizing 1,864 meta-analyses from all over the world to identify and rank 322 unique in?uences on student learning. However, "Visible Learning" fails to account for contextual di erences and the e ects of systemic racism in the United States. Guided by Quantitative Critical Race Theory, this study challenges the dominant perspectives on educational in?uences, which subvert or ignore the needs of Black and Latinx students, and seeks to better understand what in?uences are most e ective to overcome racial disparities. This mixed methods study revisits Hattie’s List, restricting the 108,635 primary studies (that make up the 1,864 meta-analyses) to those including American Black & Latinx students and conducting a new meta-analysis to identify the most e ective in?uences for these students. We then seek the voice and insight of Black & Latinx scholars and educators to understand di erences between e ective practices for Black & Latinx students and White students in America, as well as the global population in Hattie’s work. The result will be a ranking and understanding of in?uences that better represents their e ects on Black & Latinx student achievement in America, which schools can use to more e ectively prioritize instructional strategies for Black & Latinx students.