Presented by: Niileksela and Hajovsky

Meta-analyses consolidate data across multiple studies to summarize and refine our understanding of psychological research. Previous cognitive-achievement relations studies have demonstrated how cognitive and academic skills are related to each other, providing a foundation for connecting specific cognitive deficits to difficulties in academic skill development. Most cognitive-achievement relations studies have used single test batteries. Results from studies using single test batteries have been inconsistent, leaving researchers and practitioners with an incomplete understanding of cognitive-achievement relations. This presentation will review initial results from an ongoing meta-analysis that has combined over 250 correlation matrices of cognitive and academic tests. One goal of this project is to develop a more comprehensive and refined understanding of cognitive-achievement relations. In this presentation, the datasets used in the meta-analysis will be described, the methods for consolidating and analyzing the data will be reviewed, and results from initial cognitive-achievement relations analyses using these data will be presented. Practical and theoretical implications, the continued expansion of this project, and avenues for future research will be discussed.