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This article presents results from a meta-analysis of findings on the effectiveness of coaching for achievement tests. The data for the meta-analysis came from 30 controlled studies of coaching programs. In the typical study, the effect of coaching was to raise achievement test scores by .25 standard deviations. Effects varied, however, with the level of the training intervention. They were smaller for short test-taking orientation sessions, larger for more extensive programs of drill and practice, and largest in a single lengthy program designed to improve broad cognitive skills. Effects also were related directly to the number of contact hours in the coaching program.
Bangert‐Drowns et al. (Thu,) studied this question.