Abstract Racial/ethnic educational disparities remain a pervasive and intractable issue facing the US education system. To eliminate these disparities, educational research must consistently attend to race/ethnicity, particularly when examining the effects of educational practices, programs, and policies. The goal of the current review was to examine the prevalence with which educational intervention research 1) reports on race/ethnicity, 2) includes samples representative of the racial/ethnic composition of US public schools, and 3) examines the potential for reducing racial/ethnic disparities. We coded a randomly selected 96 (13%) of all educational intervention studies that met What Works Clearinghouse (WWC) standards for rigorous research in the areas of students with disabilities, literacy, early childhood education, English Language Learners, mathematics, character education, and dropout prevention. We also identified and coded 210 meta-analyses in these topic areas. Because our aim was to describe the extent to which current educational intervention research, as a whole, focuses on race/ethnicity in reporting, sampling, and analysis, we included studies even when reducing disparities was not an explicit focus. Results indicated that 27% of empirical studies and 94% of meta-analyses did not report race/ethnicity. Hispanic/Latinx, Asian/Pacific Islander, and Native American youth were underrepresented in research samples. Only 19% of empirical studies and 6% of meta-analyses conducted analyses to examine the potential impact for reducing racial/ethnic disparities. This review demonstrates a clear need for researchers to be more intentional when designing and evaluating educational interventions to reduce pervasive racial/ethnic inequities in educational outcomes.

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教育干预研究中的种族和民族：抽样、报告和分析的系统评价和建议

摘要 种族/民族教育差距仍然是美国教育系统面临的普遍且棘手的问题。为了消除这些差异，教育研究必须始终关注种族/民族，尤其是在检查教育实践、计划和政策的影响时。本综述的目的是检查教育干预研究 1) 关于种族/民族的报告，2) 包括代表美国公立学校种族/民族构成的样本，以及 3) 检查减少种族/民族构成的可能性的普遍性。种族差异。我们在所有符合 What Works Clearinghouse (WWC) 标准的教育干预研究中随机选择了 96 项 (13%) 进行编码，以在残疾学生、识字、幼儿教育、英语语言学习者、数学、品格教育和辍学预防。我们还确定并编码了这些主题领域的 210 项元分析。因为我们的目标是描述当前教育干预研究作为一个整体在报告、抽样和分析中关注种族/民族的程度，所以即使减少差异不是明确的重点，我们也纳入了研究。结果表明，27% 的实证研究和 94% 的荟萃分析没有报告种族/民族。西班牙裔/拉丁裔、亚洲/太平洋岛民和美洲原住民青年在研究样本中的代表性不足。只有 19% 的实证研究和 6% 的元分析进行了分析，以检查减少种族/民族差异的潜在影响。