Publications
No universal guideline exists for judging the practical importance of a standardized effect size, a measure of the magnitude of an intervention’s effects. This working paper argues that effect sizes should be interpreted using empirical benchmarks — and presents three types in the context of education research.
MDRC’s research on Career Academies, First Things First, Project GRAD, and Talent Development suggests that the twin pillars of high school reform are structural changes to improve personalization and instructional improvement.