Using an alternative to classical statistics, this paper reanalyzes results from three published studies of interventions to increase employment and reduce welfare dependency. The analysis formally incorporates prior beliefs about the interventions, characterizing the results in terms of the distribution of possible effects, and generally confirms the earlier published findings.
An Empirical Assessment Based on Four Recent Evaluations
This reference report, prepared for the National Center for Education Evaluation and Regional Assistance of the Institute of Education Sciences (IES), uses data from four recent IES-funded experimental design studies that measured student achievement using both state tests and a study-administered test.
In some experimental evaluations of classroom- or school-level interventions, random assignment is conducted at the student level and the program is delivered at the higher level. This paper clarifies the correct causal interpretation of “program impacts” when this study design is used and discusses the implications and limitations of this research design. A real example is used to demonstrate the paper’s key points.
Relying on 427 classroom observations conducted over a three-year period, this study traces changes in teachers’ instructional practices in the First Things First schools.
This paper illustrates how to design an experimental sample for measuring the effects of educational programs when whole schools are randomized to a program and control group. It addresses such issues as what number of schools should be randomized, how many students per school are needed, and what is the best mix of program and control schools.